Strategies in subtraction problem solving in children
Strategies in subtraction problem solving in children
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DOI：
10.1016/j.jecp.2007.12.001
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发表时间：
2008-04-01
影响因子：
2.6
通讯作者：
Thevenot, Catherine
中科院分区：
文献类型：
--
作者：
Barrouillet, Pierre;Mignon, Mathilde;Thevenot, Catherine
本研究的目的是探讨三年级学生在解决81个初等减法中使用的策略，这些减法是Barrouillet和Lepine最近研究的一位数加法的逆运算。虽然工作记忆的个体差异与策略选择和反应时间之间的关系模式在两种操作中是相同的，但减法和加法在两个重要方面有所不同。首先，直接检索策略在减法中的使用频率低于加法，在减法求解中的使用频率甚至低于求助于相应的加法事实。第二，与加法相反，减法答案的提取仅限于一些特殊的问题，涉及我作为减数或余数。这些研究结果的发展理论的心算的影响进行了讨论。(c)2007爱思唯尔公司All rights reserved.
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 I to 9 recently studied by Barrouillet and Lepine. 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 I as the subtrahend or the remainder. The implications of these findings for developmental theories of mental arithmetic are discussed. (c) 2007 Elsevier Inc. All rights reserved.