id: 06529764
dt: j
an: 2016a.00494
au: Fagginger Auer, Marije F.; Hickendorff, Marian; van Putten, Cornelis M.
ti: Solution strategies and adaptivity in multidigit division in a
choice/no-choice experiment: student and instructional factors.
so: Learn. Instr. 41, 52-59 (2016).
py: 2016
pu: Elsevier, Amsterdam; European Association for Research on Learning and
Instruction (EARLI), Leuven
la: EN
cc: F33 F43 D53
ut: solution strategies; multidigit division; adaptivity; instruction
ci:
li: doi:10.1016/j.learninstruc.2015.09.008
ab: Summary: Adaptive expertise in choosing when to apply which solution
strategy is a central element of current day mathematics, but may not
be attainable for all students in all mathematics domains. In the
domain of multidigit division, the adaptivity of choices between mental
and written strategies appears to be problematic. These solution
strategies were investigated with a sample of 162 sixth graders in a
choice/no-choice experiment. Children chose freely when to apply which
strategy in the choice condition, but not in the no-choice conditions
for mental and written calculation, so strategy performance could be
assessed unbiasedly. Mental strategies were found to be less accurate
but faster than written ones, and lower ability students made
counter-adaptive choices between the two strategies. No teacher effects
on strategy use were found. Implications for research on individual
differences in adaptivity and the feasibility of adaptive expertise for
lower ability students are discussed.
rv: