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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Mathematics Education

Background:

  • Limited understanding of longitudinal changes in elementary students' arithmetic strategy use.
  • Previous research often focused on single time points for strategy assessment.

Purpose of the Study:

  • Examine individual differences in multi-digit arithmetic strategy use over time.
  • Investigate longitudinal changes in strategy profiles from Grade 3 to Grade 4.
  • Identify factors influencing strategy use and change.

Main Methods:

  • Multilevel latent transition analysis of 1,947 students' data.
  • Data collected at the end of Grade 3 and Grade 4.
  • Analysis of strategy use in multi-digit addition and subtraction problems.

Main Results:

  • Identified five distinct strategy use profiles, with most students using written algorithms, mental computations, or a combination.
  • Observed heterogeneous learning paths, with nearly half of students changing profiles between grades.
  • Prior arithmetic knowledge and gender significantly impacted strategy use and change; classroom factors influenced initial use but not change.

Conclusions:

  • Students exhibit diverse arithmetic strategy use and learning trajectories.
  • Both individual (prior knowledge, gender) and classroom factors (intellectual composition, textbook) influence strategy development.
  • Understanding these dynamics is crucial for effective mathematics education.