Strategies in subtraction problem solving in children

Détails

ID Serval
serval:BIB_515E143E556E
Type
Article: article d'un périodique ou d'un magazine.
Collection
Publications
Titre
Strategies in subtraction problem solving in children
Périodique
Journal of Experimental Child Psychology
Auteur(s)
Barrouillet P., Mignon M., Thevenot C.
ISSN-L
0022-0965
Statut éditorial
Publié
Date de publication
2008
Volume
99
Numéro
4
Pages
233-251
Langue
français
Résumé
The aim of this study was to investigate the strategies used by third graders in solving the 81 elementary subtractions that are the inverses of the one-digit additions with addends from 1 to 9 recently studied by Barrouillet and Lépine. Although the pattern of relationship between individual differences in working memory, on the one hand, and strategy choices and response times, on the other, was the same in both operations, subtraction and addition differed in two important ways. First, the strategy of direct retrieval was less frequent in subtraction than in addition and was even less frequent in subtraction solving than the recourse to the corresponding additive fact. Second, contrary to addition, the retrieval of subtractive answers is confined to some peculiar problems involving 1 as the subtrahend or the remainder. The implications of these findings for developmental theories of mental arithmetic are discussed.
Mots-clé
Algorithms, Child, Child Development, Comprehension, Female, Humans, Male, Mathematics, Memory, Short-Term, Problem solving, Reaction Time
Pubmed
Création de la notice
27/10/2015 12:42
Dernière modification de la notice
03/03/2018 17:11
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