I.S.P.A./Instituto Superior de Psicologia Aplicada
European Journal of Psychology of Education vol:17 issue:3 pages:275-291
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. Seventyseven beginning second-graders, divided in 3 groups according to general mathe-matical 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.
Centrum voor Instructiepsychologie en -technologie. Leuvens Instituut voor onderwijsonderzoek (LIVO) Departement Pedagogische wetenschappen. Afdeling Didactiek. Centrum voor Orthopedagogiek.