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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
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Children's strategies in complex arithmetic.

Patrick Lemaire1, Sophie Callies

  • 1LPC-CNRS and Department of Psychology, Université de Provence, Marseille 13331, France. patrick.lemaire@univ-provence.fr

Journal of Experimental Child Psychology
|November 26, 2008
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Summary

Children and adults use different strategies for two-digit addition and subtraction. Strategy choice depends on age, problem type, and presentation, impacting arithmetic performance as children develop.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Mathematics Education

Background:

  • Understanding how individuals solve arithmetic problems is crucial for cognitive development research.
  • Two-digit addition and subtraction require complex strategies that evolve with age.
  • Previous research highlights variations in strategy use but lacks comprehensive analysis across age groups and problem types.

Purpose of the Study:

  • To investigate the strategies adults and children (Grades 3, 5, 7) use for two-digit addition and subtraction.
  • To examine how factors like age, problem features, and presentation format influence strategy selection and execution.
  • To understand age-related changes in strategic arithmetic processing.

Main Methods:

  • Participants (adults, children Grades 3, 5, 7) solved two-digit addition and subtraction problems.
  • Two conditions were used: choice (participants select strategy) and no-choice (strategy dictated).
  • Strategy use, execution accuracy, and influencing factors were analyzed.

Main Results:

  • Full decomposition was favored for addition; partial and full decomposition were used equally for subtraction.
  • Strategy use and performance were significantly influenced by age, problem characteristics, and presentation (horizontal/vertical).
  • Age-related differences were observed in strategy selection, execution, and the impact of various factors on performance.

Conclusions:

  • Age-related changes in arithmetic performance involve shifts in strategy use and execution.
  • Problem characteristics and presentation significantly affect strategy choices and success across development.
  • Findings inform our understanding of cognitive development in mathematical problem-solving.