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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Arithmetic word problem solving: a Situation Strategy First framework.

Rémi Brissiaud¹, Emmanuel Sander

¹IUFM of Versailles, University of Cergy-Pontoise, France. remi.brissiaud@versailles.iufm.fr

Developmental Science

|February 4, 2010

Summary

Children initially use situation-based strategies for arithmetic word problems, even after instruction. The Situation Strategy First framework explains this tendency, highlighting how problem representation influences strategy selection.

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Area of Science:

Cognitive Psychology
Mathematics Education
Developmental Psychology

Background:

Children often employ informal, situation-based strategies to solve arithmetic word problems before formal instruction.
The 'Situation Strategy First' framework proposes that this reliance on situation-based strategies persists even after instruction.

Purpose of the Study:

To investigate the persistence of situation-based strategies in children after arithmetic instruction.
To examine how problem representation influences strategy selection in elementary school children.

Main Methods:

Three experiments were conducted with Year 3 and Year 4 children.
Arithmetic word problems (subtraction, multiplication, division) were presented in two versions: Situation (Si) and Mental Arithmetic (MA).
Children's strategy use and number sentence representations were analyzed.

Main Results:

Si-problems were found to be easier than MA-problems, even after instruction.
Children predominantly used situation-modeling equations for Si-problems.
MA-problems elicited a wider range of strategy representations.

Conclusions:

The Situation Strategy First framework provides a viable explanation for children's persistent use of situation-based strategies.
Problem representation significantly impacts strategy choice and the application of learned arithmetic knowledge.
Understanding this framework has implications for teaching conceptual and procedural knowledge in arithmetic.