Children's Overconfidence in the Effectiveness of Incorrect Strategies for Mathematical Equivalence Problems

• In Event: Division C Section 1C: Mathematical Skills and Problem-Solving in the Elementary Grades

Abstract

Children often solve mathematical equivalence problems incorrectly. According to the change-resistance account, children’s difficulty stems from their narrow experience with arithmetic which causes them to overgeneralize arithmetic-specific strategies to mathematical equivalence problems. The current study examined a previously untested assumption of the change-resistance account that suggests children overgeneralize these arithmetic-specific strategies because they are confident in their effectiveness. Children in first, second, and third grade solved mathematical equivalence problems and rated their certainty in their responses. In Study 1 (n = 52) and Study 2 (n = 147), children were more confident when using arithmetic-specific strategies than when they used other incorrect strategies. The results are consistent with the change-resistance theory and have implications for teaching mathematical equivalence.

Authors

• Amanda Grenell, Indiana University

• Emily R. Fyfe, Indiana University