Individual differences in children’s early strategy behavior in arithmetic tasks

  • As demonstrated by the Overlapping Waves Model (Siegler, 1996), children’s strategy use in arithmetic tasks is variable, adaptive, and changes gradually with age and experience. In this study, first grade elementary school children (n = 73), who scored high, middle, or low in a standardized scholastic mathematic achievement test, were confronted with different arithmetic tasks (simple addition, e.g., 3 + 2, simple subtraction, e.g., 7 – 2, and more advanced addition, e.g., 7 + 9) to evoke different calculation strategies. Video analysis and children’s self-report were used to identify individual strategy behavior. In accordance with the Overlapping Waves Model, children in all achievement groups showed variable and multiple strategy usage and adapted their behavior to the tasks of the different categories. We demonstrated that not only low achievers differed from normal achievers but also that high achievers exhibited a unique pattern of strategy behavior in early mathematics.

Download full text files

Export metadata

Additional Services

Share in Twitter Search Google Scholar
Metadaten
Author:Sven LindbergGND, Janosch LinkersdörferORCiDGND, Martin Lehmann, Marcus HasselhornGND, Jan Lonnemann
URN:urn:nbn:de:hebis:30:3-317059
DOI:https://doi.org/10.5539/jedp.v3n1p192
ISSN:1927-0526
ISSN:1927-0534
Parent Title (English):Journal of educational and developmental psychology
Publisher:Canadian Center of Science and Education
Place of publication:Toronto, ON.
Document Type:Article
Language:English
Date of Publication (online):2013/04/11
Date of first Publication:2013/04/11
Publishing Institution:Universitätsbibliothek Johann Christian Senckenberg
Release Date:2013/10/01
Tag:elementary school; math achievement; math strategies; overlapping waves model
Volume:3
Issue:1
Page Number:9
First Page:192
Last Page:200
Note:
This work is licensed under a Creative Commons Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/.
HeBIS-PPN:353301434
Institutes:Psychologie und Sportwissenschaften / Psychologie
Angeschlossene und kooperierende Institutionen / Deutsches Institut für Internationale Pädagogische Forschung (DIPF)
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung
Sammlungen:Universitätspublikationen
Licence (German):License LogoCreative Commons - Namensnennung 3.0