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Group Design

Group Design

The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between...

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Grade-related differences in strategy use in multidigit division in two instructional settings.

Marian Hickendorff¹, Joke Torbeyns², Lieven Verschaffel²

¹Education and Child Studies, Leiden University, the Netherlands.

The British Journal of Developmental Psychology

|November 24, 2017

Summary

This study identified three distinct math strategy profiles in upper elementary students solving division problems. Dutch students showed more adaptive strategy use compared to Flemish students, highlighting instructional differences.

Keywords:

adaptivity digit-based algorithm individual difference instructional approach latent class analysis multidigit division number-based strategies

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Area of Science:

Mathematics Education
Cognitive Psychology
Educational Psychology

Background:

Current mathematics education reforms advocate for strategy variety, adaptivity, and conceptual understanding.
Instructional approaches to multidigit division vary significantly across different countries.
Prior research on the impact of instruction on children's strategy use in multidigit division has yielded mixed results.

Purpose of the Study:

To investigate multidigit division strategy use in upper elementary children across two distinct instructional settings: the Netherlands and Flanders (Belgium).
To identify distinct strategy profiles among students and examine their relationship with instructional setting and grade level.
To compare the adaptivity and realism of strategy choices between Dutch and Flemish students.

Main Methods:

A cross-sectional study involving 119 Dutch and 122 Flemish fourth to sixth graders.
Students solved a diverse set of multidigit division problems.
Latent class analysis was employed to identify distinct strategy profiles.

Main Results:

Three significant strategy profiles emerged: consistent number-based strategies, combined column-based and number-based strategies, and combined digit-based and number-based strategies.
Strategy profiles showed relationships with instructional setting and grade, but substantial individual differences persisted.
Dutch children demonstrated more frequent adaptive strategy choices and produced more realistic solutions than their Flemish counterparts.

Conclusions:

The study successfully identified meaningful strategy profiles in multidigit division for students in grades 4-6.
Instructional trajectories appear to influence strategy use, though individual variation remains a key factor.
Differences in strategy selection and adaptivity were observed between Dutch and Flemish students, suggesting the impact of national instructional differences.