The Development of Children's Adaptive Expertise in the Number Domain 20 to 100

Autor/inn/en	Torbeyns, Joke; Verschaffel, Lieven; Ghesquiere, Pol
Titel	The Development of Children's Adaptive Expertise in the Number Domain 20 to 100
Quelle	In: Cognition and Instruction, 24 (2006) 4, S.439-465 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1207/s1532690xci2404_2
Schlagwörter	Children; Computation; Arithmetic; Problem Solving; Grade 2; Subtraction; Mathematics Achievement + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; School year 02; 2. Schuljahr; Schuljahr 02; Subtraktion; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The aim of the study was to analyze the development of children's adaptive expertise in computing sums and differences up to 100. We defined the adaptive nature of children's strategy choices on the basis of problem (addition, subtraction), achievement, and strategy performance (accuracy, speed). Sixty-nine 2nd graders of high, above-average, or below-average mathematical achievement level solved 4 types of additions and subtractions before and after regular classroom instruction in the topic. In both assessments, children answered the problems in a choice condition, in which they could choose between the jump strategy (45 + 28 = __; 45 + 20 = 65, 65 + 8 = 73) and the split strategy (45 + 28 = __; 40 + 20 = 60, 5 + 8 = 13, 60 + 13 = 73) on each problem, and in two no-choice conditions, where they had to solve all problems with either the jump or the split strategy. Our results revealed differences in children's strategy choices on both assessments. The choices of high achievers indicated that they fit their strategies to problem and strategy performance characteristics. In contrast, above-average and below-average achievers' choices were unrelated to those characteristics. These results are interpreted in terms of the viability of different instructional approaches to enhance the acquisition of adaptive expertise, specifically, conceptual and investigative approaches. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10