Stability and Change in Children's Division Strategies

Autor/inn/en	Robinson, Katherine M.; Arbuthnott, Katherine D.; Rose, Danica; McCarron, Michelle C.; Globa, Carin A.; Phonexay, Sylvia D.
Titel	Stability and Change in Children's Division Strategies
Quelle	In: Journal of Experimental Child Psychology, 93 (2006) 3, S.224-238 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2005.09.002
Schlagwörter	Intermediate Grades; Grade 4; Grade 5; Grade 6; Grade 7; Arithmetic; Age Differences; Mental Computation; Problem Sets; Problem Solving; Mathematical Concepts + Suchen Sie Ihr Suchwort? Mittelstufe; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Age; Difference; Age difference; Altersunterschied; Kopfrechnen; Problemstellung; Problemlösen
Abstract	Age-related changes in children's performance on simple division problems (e.g., 6 divided by 2, 72 divided by 9) were investigated by asking children in Grades 4 through 7 to solve 32 simple division problems. Differences in performance were found across grade, with younger children performing more slowly and less accurately than older children. Problem size effects were also found in that children were faster and more accurate on small problems than on large problems. Two strategies changed across age, with children in Grade 4 relying heavily on the strategy of ''addition'' (adding the divisor until the dividend was reached) to solve the problems and children in Grades 5 through 7 relying primarily on the strategy of ''multiplication'' (recasting the division problem as a multiplication problem) to solve the problems. Surprisingly, the frequency of direct retrieval (retrieving the answer directly from memory) did not increase across grade and never became the dominant strategy of choice. Reasons for why retrieval use remains infrequent and age invariant are discussed. Overall, the results suggest that division is a unique operation and that the continued study of division may have implications for further understanding of how procedural and conceptual knowledge of arithmetic develops. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10