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Developmental and contextual effects on children's addition strategies

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Date Issued:
1997
Summary:
Developmental and contextual effects on children's addition strategies were assessed in two experiments. The first experiment examined developmental differences in preschool, kindergarten, and first grade children's strategy use during a nonschool-related task, a board game. The children showed a developmental progression in their strategy use during the game as would be predicted by Siegler's strategy-choice model, with children overall showing multiple and variable strategy use, and a progression toward more sophisticated strategy use with age. The second experiment compared the game context with a comparable school-related math context in first graders. Three testing sessions separated by about a week, included the game, aural math problems, and a series of diagnostics designed to measure verbal IQ and working memory. The children showed great variability in their strategy use between the two contexts and were faster and more accurate during the game. Within each context, verbal IQ and working memory displayed some interesting relationships with strategy use.
Title: Developmental and contextual effects on children's addition strategies.
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Name(s): Rosenblum, Kristina E.
Florida Atlantic University, Degree grantor
Bjorklund, David F., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1997
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 109 p.
Language(s): English
Summary: Developmental and contextual effects on children's addition strategies were assessed in two experiments. The first experiment examined developmental differences in preschool, kindergarten, and first grade children's strategy use during a nonschool-related task, a board game. The children showed a developmental progression in their strategy use during the game as would be predicted by Siegler's strategy-choice model, with children overall showing multiple and variable strategy use, and a progression toward more sophisticated strategy use with age. The second experiment compared the game context with a comparable school-related math context in first graders. Three testing sessions separated by about a week, included the game, aural math problems, and a series of diagnostics designed to measure verbal IQ and working memory. The children showed great variability in their strategy use between the two contexts and were faster and more accurate during the game. Within each context, verbal IQ and working memory displayed some interesting relationships with strategy use.
Identifier: 9780591334029 (isbn), 15409 (digitool), FADT15409 (IID), fau:12176 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (M.A.)--Florida Atlantic University, 1997.
Charles E. Schmidt College of Science
Subject(s): Number concept in children
Mathematical ability
Addition
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/15409
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.