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Related Experiment Videos

Developmental change and individual differences in children's multiplication.

Donald J Mabbott1, Jeffrey Bisanz

  • 1Department of Psychology, Centre for Research in Child Development, University of Alberta, Canada. donald.mabbott@sickkids.ca

Child Development
|August 27, 2003
PubMed
Summary
This summary is machine-generated.

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Children

Area of Science:

  • Cognitive Development
  • Educational Psychology
  • Mathematical Cognition

Background:

  • Understanding multiplication skills in children is crucial for academic success.
  • Individual differences in mathematical cognition emerge early.
  • Developmental changes in strategy use are key to mastering arithmetic.

Purpose of the Study:

  • To investigate age-related changes in multiplication knowledge and skills.
  • To examine individual differences in computational skill and conceptual knowledge.
  • To explore the role of working memory in multiplication performance.

Main Methods:

  • Examined students in Grades 4 and 6 (ages 9 and 11).
  • Utilized multiple measures of computational skill, conceptual knowledge, and working memory.

Related Experiment Videos

  • Employed regression analyses to predict solution latencies.

    • Main Results:

    • Retrieval probability and problem characteristics were stronger predictors of solution times than problem size or presentation frequency.
    • Conceptual knowledge showed some, but not uniform, improvement from Grade 4 to Grade 6.
    • Patterns of individual differences varied significantly between grade levels.

    Conclusions:

    • Retrieval processes and specific problem features are critical for understanding multiplication fluency.
    • Developmental gains in conceptual understanding are gradual and task-dependent.
    • Individual differences in mathematical cognition evolve with age and grade level.