Back to Search
Start Over
Sex Differences in Mental Strategies for Single-Digit Addition in the First Years of School
- Source :
-
Educational Psychology . 2020 40(1):82-102. - Publication Year :
- 2020
-
Abstract
- Strategy use in single-digit addition is an indicator of young children's numeracy comprehension. We investigated Danish primary students' use of strategies in single-digit addition with interview-based assessment of how they solved 36 specific single-digit addition problems, categorised as either 'error', 'counting', 'direct retrieval' or 'derived facts'. The proportional use of each strategy was analysed as multi-level functions of school age and sex. In a first study (260 interviews, 147 students) we found decreasing use of counting and increasing use of direct retrieval and derived facts through years 1-4, girls using counting substantially more and the other two strategies substantially less than boys, equal to more than 2 years' development. Similar results appeared in a subsequent study (155 interviews, 83 students), suggesting that the pattern is pervasive in Danish primary schools. Finally, we ask whether sex differences in strategy use is generally under-reported since many studies do not explicitly address them.
Details
- Language :
- English
- ISSN :
- 0144-3410
- Volume :
- 40
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- EJ1238417
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/01443410.2019.1622652