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Related Experiment Video

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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

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Training Can Increase Students' Choices for Written Solution Strategies and Performance in Solving Multi-Digit

Marije F Fagginger Auer^1,2, Marian Hickendorff³, Cornelis M van Putten¹

¹Methodology and Statistics, Institute of Psychology, Leiden University, Leiden, Netherlands.

Frontiers in Psychology

|September 28, 2018

Summary

Students with lower math abilities improved their strategy choices and performance in division problems after training. Both explicit-scaffolding and practice-only training showed similar gains, suggesting other factors may influence strategy selection.

Keywords:

adaptivity division mathematics multi-digit arithmetic solution strategies training

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Area of Science:

Cognitive Psychology
Educational Psychology
Mathematics Education

Background:

Students often make suboptimal strategy choices in mathematics, particularly favoring mental over written strategies for division, leading to lower performance.
Students with lower math abilities are especially prone to using less effective mental strategies for division problems.

Purpose of the Study:

To investigate if targeted training can increase the use of written strategies and improve performance in sixth graders with below-average math abilities.
To compare the effectiveness of explicit-scaffolding training versus practice-only training on strategy choice and performance.

Main Methods:

A pretest-training-posttest design was employed with 147 sixth graders of below-average mathematics level.
Participants were assigned to either an explicit-scaffolding training group (promoting written calculations) or a practice-only training group.
Strategy choices and performance on division problems were assessed before and after the training interventions.

Main Results:

Both training conditions led to significant increases in written strategy choices and performance from pretest to posttest.
There were no significant differences in the magnitude of improvement between the explicit-scaffolding and practice-only training groups.
Exploratory findings indicated that attitudes, beliefs, and sociocultural context may also influence students' strategy choices.

Conclusions:

Training interventions can effectively enhance the use of written strategies and improve division problem-solving performance in students with lower math abilities.
The specific type of training (explicit-scaffolding vs. practice-only) did not yield differential effects on strategy choice or performance in this study.
Further research should explore the impact of affective and sociocultural factors on students' adaptive strategy selection in mathematics.