NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ824349
Record Type: Journal
Publication Date: 2002-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0256-2928
Strategic Competence: Applying Siegler's Theoretical and Methodological Framework to the Domain of Simple Addition
Torbeyns, Joke; Verschaffel, Lieven; Ghesquiere, Pol
European Journal of Psychology of Education, v17 n3 p275-291 Sep 2002
In this study we investigated the variability, frequency, efficiency, and adaptiveness of young children's strategy use in the domain of simple addition by means of the choice/no-choice method. Seventy-seven beginning second-graders, divided in 3 groups according to general mathematical ability, solved a series of 25 simple additions in 3 different conditions. In the first condition, children could choose whatever strategy they wanted to solve each problem. In the second and third condition, the same children had to solve all problems with one particular strategy, respectively adding up to 10 and retrieval. The results demonstrate that second-graders as a whole choose adaptively between retrieval, decomposition, and counting strategies when solving simple additions, and that they use these strategies neither equally frequently nor equally efficiently. Furthermore, our results indicate that children with different mathematical ability use generally the same strategies to solve these problems, but differ in the frequency, accuracy and adaptiveness with which they apply these strategies. Finally, this study documents the value of the choice/no-choice method to assess the adaptiveness of young children's strategy use in the domain of early arithmetic. (Contains 3 tables and 4 notes.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium