Age-related changes in children’s strategies for solving two-digit addition problems
Author(s) / Creator(s)
Lemaire, Patrick
Brun, Fleur
Abstract / Description
The present study investigated how elementary-school children solve two-digit addition problems (e.g., 34+68). To achieve this end, we examined age-related differences in children’s strategy use and strategy performance. Results showed that (a) both third and fifth graders used a set of 9 strategies, (b) fifth-grade individuals used more strategies than third-grade individuals, (c) age-related differences in the size of strategy repertoire was partially explained by age-related differences in basic arithmetic fluency, (d) how often children used each available strategy changed with problem difficulty and children’s age, as younger children tended to focus more on one or two strategies and older children used a wider range of strategies, (e) increased arithmetic performance with age varied with problem difficulty both when overall performance was analyzed and when analyses of performance was restricted to children’s favorite strategy. The present findings have important implications for our understanding of how complex arithmetic performance changes with children’s age and change mechanisms underlying improved performance with age in complex arithmetic.
Keyword(s)
strategies, two-digit problem solving developmentPersistent Identifier
Date of first publication
2018-01-30
Journal title
Journal of Numerical Cognition
Volume
3
Issue
3
Page numbers
582–597
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Lemaire, P., & Brun, F. (2018). Age-related changes in children’s strategies for solving two-digit addition problems. Journal of Numerical Cognition, 3(3), 582–597. https://doi.org/10.5964/jnc.v3i3.117
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There are no other versions of this object.
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Author(s) / Creator(s)Lemaire, Patrick
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Author(s) / Creator(s)Brun, Fleur
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PsychArchives acquisition timestamp2018-11-21T11:42:50Z
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Made available on2018-11-21T11:42:50Z
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Date of first publication2018-01-30
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Abstract / DescriptionThe present study investigated how elementary-school children solve two-digit addition problems (e.g., 34+68). To achieve this end, we examined age-related differences in children’s strategy use and strategy performance. Results showed that (a) both third and fifth graders used a set of 9 strategies, (b) fifth-grade individuals used more strategies than third-grade individuals, (c) age-related differences in the size of strategy repertoire was partially explained by age-related differences in basic arithmetic fluency, (d) how often children used each available strategy changed with problem difficulty and children’s age, as younger children tended to focus more on one or two strategies and older children used a wider range of strategies, (e) increased arithmetic performance with age varied with problem difficulty both when overall performance was analyzed and when analyses of performance was restricted to children’s favorite strategy. The present findings have important implications for our understanding of how complex arithmetic performance changes with children’s age and change mechanisms underlying improved performance with age in complex arithmetic.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationLemaire, P., & Brun, F. (2018). Age-related changes in children’s strategies for solving two-digit addition problems. Journal of Numerical Cognition, 3(3), 582–597. https://doi.org/10.5964/jnc.v3i3.117en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1273
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1465
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v3i3.117
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Keyword(s)strategies, two-digit problem solvingen_US
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Keyword(s)developmenten_US
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Dewey Decimal Classification number(s)150
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TitleAge-related changes in children’s strategies for solving two-digit addition problemsen_US
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DRO typearticle
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Issue3
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Journal titleJournal of Numerical Cognition
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Page numbers582–597
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Volume3
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Visible tag(s)Version of Record