TY  - JOUR
A1  - Lindberg, Sven
A1  - Linkersdörfer, Janosch
A1  - Lehmann, Martin
A1  - Hasselhorn, Marcus
A1  - Lonnemann, Jan
T1  - Individual differences in children’s early strategy behavior in arithmetic tasks
T2  - Journal of educational and developmental psychology
N2  - 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.
KW  - elementary school
KW  - math strategies
KW  - math achievement
KW  - overlapping waves model
Y1  - 2013
UR  - http://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/31705
UR  - https://nbn-resolving.org/urn:nbn:de:hebis:30:3-317059
SN  - 1927-0526
SN  - 1927-0534
N1  - This work is licensed under a Creative Commons Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/.
VL  - 3
IS  - 1
SP  - 192
EP  - 200
PB  - Canadian Center of Science and Education
CY  - Toronto, ON.
ER  -