Efficiency and Flexibility of Indirect Addition in the Domain of Multi-Digit Subtraction

Autor/inn/en	Torbeyns, Joke; Ghesquiere, Pol; Verschaffel, Lieven
Titel	Efficiency and Flexibility of Indirect Addition in the Domain of Multi-Digit Subtraction
Quelle	In: Learning and Instruction, 19 (2009) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2007.12.002
Schlagwörter	Models; Learning Strategies; Subtraction; Teaching Methods; Adults; Mathematics Instruction + Suchen Sie Ihr Suchwort? Analogiemodell; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Subtraktion; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht
Abstract	This article discusses the characteristics of the indirect addition strategy (IA) in the domain of multi-digit subtraction. In two studies, adults' use of IA on three-digit subtractions with a small, medium, or large difference between the integers was analysed using the choice/no-choice method. Results from both studies indicate that adults spontaneously apply IA on three-digit subtractions, and use IA with the same frequency as direct subtraction (DS) strategies. Furthermore, IA resulted in faster responses--without any loss in accuracy--than DS. Finally, adults flexibly applied IA and DS strategies on the basis of task and individual strategy performance characteristics. Our results support theoretical models on adaptive strategy choices, and question instructional practices focusing on the routine mastery of only DS. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10