Cognition and Instruction vol:23 issue:1 pages:1-21
In this study, we investigated the fluency with which first graders of different mathematical achievement levels applied multiple, school-taughts trategies for finding arithmetic sums over 10. We characterized children's strategies with the 4 parameters of Lemaire and Siegler's (1995) model of strategy change (strategy repertoire, distribution, efficiency, and selection) using the choice/no-choice method (Siegler & Lemaire, 1997). Eighty-three first graders who had been taught 2 reasoning strategies (decomposition - to- 10 and tie) solved a series of near ties over 10 (such as 8 + 7 = .) in 4 different
conditions. In the choice condition, children could choose between the decomposition-to-10 and the tie strategy on each near tie. In the 3 no-choice conditions, they had to
solve all sums with decomposition-to-10, tie, and retrieval strategies, respectively.
High-achieving first graders applied these strategies more efficiently but not more adaptively than did their lower achieving peers. We interpret these results in light of interational reform mathematics efforts to promote children's adaptive expertise.
Centrum voor Instructiepsychologie en -technologie. Leuvens Instituut voor onderwijsonderzoek (LIVO) Departement Pedagogische wetenschappen. Afdeling Didactiek. Centrum voor Orthopedagogiek.