60 female students were observed 4 times during Grades 2 and 3 as they solved the same set of 24 multiplication and division word problems. From the correct responses, various calculation strategies were identified and grouped into categories.It was found that the students used three main categories of calculation strategy:direct counting, repeated addition and multiplicative operation. A fourth category,repeated subtraction, only occurred in division problems. The results are interpreted as showing that children acquire an expanding repertoire of calculation strategies,and that the strategy they employ to solve any particular problem reflects the mathematical structure they impose on it.
|Title of host publication||Proceedings of the 20th annual conference of the International Group for the Psychology of Mathematics Education|
|Editors||L. Puig, A. Gutierrez|
|Place of Publication||University of Valencia|
|Publisher||International Group for the Psychology of Mathematics Education|
|Number of pages||8|
|Publication status||Published - Jul 1996|