Decoding Individual Differences in Missing-Operand Problem Strategies

• In Event: Topics in Mathematics Education

Abstract

Algebraic fluency and flexibility are essential to advanced mathematical thinking. Early algebra instruction uses ‘missing-operand’ problems (e.g., x + 3 = 5), which are solvable via two typical strategies: 1) direct arithmetic fact retrieval (e.g., 2 + 3 = 5), and 2) performing the inverse operation (e.g., 5 – 3 = 2). Here, we investigated whether people differ in the strategies they choose for solving these problems. Undergraduates solved missing-operand problems and made speeded verifications of arithmetic sentences corresponding to the direct- and inverse-matched facts. Individuals’ response times for missing-operand problems were regressed on corresponding facts to ‘decode’ their strategy. We found individual differences in strategy choice and flexibility, and pending analyses are investigating whether they are associated with mathematical achievement.

Authors

• Jeffrey K. Bye, University of Minnesota - Twin Cities

• Rina Harsch, University of Minnesota - Twin Cities

• Sashank Varma, Georgia Tech