Academic Journal
Individual Differences in Strategy Use on Division Problems: Mental versus Written Computation
| العنوان: | Individual Differences in Strategy Use on Division Problems: Mental versus Written Computation |
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| اللغة: | English |
| المؤلفون: | Hickendorff, Marian, van Putten, Cornelis M., Verhelst, Norman D., Heiser, Willem J. |
| المصدر: | Journal of Educational Psychology. May 2010 102(2):438-452. |
| الاتاحة: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2010 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 |
| Descriptors: | Individual Differences, Grade 6, Item Response Theory, Computation, Cognitive Processes, Problem Solving, Mathematics, Gender Differences, Writing (Composition), Comparative Analysis, Learning Strategies, Foreign Countries, Elementary School Mathematics, Mental Computation, Interviews, Scores |
| مصطلحات جغرافية: | Netherlands |
| DOI: | 10.1037/a0018177 |
| تدمد: | 0022-0663 |
| مستخلص: | Individual differences in strategy use (choice and accuracy) were analyzed. A sample of 362 Grade 6 students solved complex division problems under 2 different conditions. In the choice condition students were allowed to use either a mental or a written strategy. In the subsequent no-choice condition, they were required to use a written strategy. Latent class analysis showed that there were 3 subgroups of students with respect to pattern of strategy choices: primarily using a written strategy (more girls than boys); primarily using a mental strategy (more boys than girls); and using a written strategy on more difficult items but a mental strategy on the easier ones (almost no weak mathematical achievers). Strategy accuracies were analyzed with explanatory item response theory modeling. A between-subjects comparison in the choice condition showed that written strategies were usually more accurate than mental strategies, especially for the weak achievers. A within-subject comparison showed that the performance of students who used mental calculation on a particular item in the choice condition improved if they were required to use a written strategy in the no-choice condition. (Contains 4 tables, 4 figures, and 3 footnotes.) |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2010 |
| رقم الانضمام: | EJ884847 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0022-0663 |
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| DOI: | 10.1037/a0018177 |