Acquisition and use of shortcut strategies by traditionally schooled children |
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Authors: | Joke Torbeyns Bert De Smedt Pol Ghesquière and Lieven Verschaffel |
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Institution: | (1) K.U. Leuven, Centre for Instructional Psychology and Technology, Vesaliusstraat 2, 3000 Leuven, Belgium;(2) K.U. Leuven, Centre for Parenting, Child Welfare, and Disabilities, Vesaliusstraat 2, 3000 Leuven, Belgium |
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Abstract: | This study aimed at analysing traditionally taught children’s acquisition and use of shortcut strategies in the number domain
20–100. One-hundred-ninety-five second, third, and fourth graders of different mathematical achievement levels participated
in the study. They were administered two tasks, both consisting of a series of two-digit additions and subtractions that maximally
elicit the use of the compensation and indirect addition strategy ( , so the answer is 2 + 1 or 3). In the first task, children were instructed to solve all items as accurately and as fast as
possible with their preferred strategy. The second task was to generate at least two different strategies for each item. Results
demonstrated that children of all grades and all achievement levels hardly applied the compensation and indirect addition
strategy in the first task. Children’s strategy reports in the second task revealed that younger and lower achieving children
did not apply these strategies because they did not (yet) discover these strategies. By contrast, older and higher achieving
children appeared to have acquired these strategies by themselves. Results are interpreted in relation to cognitive psychological
and socio-cultural perspectives on children’s mathematics learning.
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Keywords: | Strategy development Strategy diversity Strategy discovery Shortcut strategies Compensation strategy Indirect addition Multi-digit addition and subtraction Elementary school children |
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