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Strategies in Subtraction Problem Solving in Children

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Title: Strategies in Subtraction Problem Solving in Children
Language: English
Authors: Barrouillet, Pierre, Mignon, Mathilde, Thevenot, Catherine
Source: Journal of Experimental Child Psychology. Apr 2008 99(4):233-251.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 19
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Grade 3
Descriptors: Mental Computation, Memory, Grade 3, Subtraction, Problem Solving, Elementary School Mathematics, Mathematics Skills, Learning Strategies, Arithmetic
DOI: 10.1016/j.jecp.2007.12.001
ISSN: 0022-0965
Abstract: 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 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 1 as the subtrahend or the remainder. The implications of these findings for developmental theories of mental arithmetic are discussed.
Abstractor: Author
Entry Date: 2008
Accession Number: EJ789338
Database: ERIC
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: 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 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 1 as the subtrahend or the remainder. The implications of these findings for developmental theories of mental arithmetic are discussed.
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      – SubjectFull: Memory
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      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Subtraction
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: Elementary School Mathematics
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Arithmetic
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