Poster #28 - Decomposing Arithmetic Learning: Exploring Factors that Influence the use of Decomposition Strategies

• In Event: 2-110 - Poster Session 07
  In Poster Session: PS 07 Section - Cognitive Processes

Integrative Statement

Children use various strategies to solve arithmetic problems, and early differences in children’s choice of arithmetic strategies are related to their accuracy and subsequent mathematics achievement (Geary, 2011; Laski, Schiffman, Vasilyeva, & Ermakova, 2016). Mental calculation strategies, including strategies that require children to decompose problems into simpler problems, are important beginning around first grade when children must solve problems with addends that can be cumbersome to count, and use of these strategies is predictive of immediate accuracy and long-term learning (e.g., Carr & Alexeev, 2011; Davis & Carr, 2002; Geary, 2011 Laski et al., 2013, 2016). The purpose of this study was to better understand factors that relate to children’s use of decomposition strategies.

Children’s visuospatial memory predicts their overall mathematics achievement through early adolescence (Li & Geary, 2017). The present study tested the hypothesis that visuospatial memory helps children execute mental calculation strategies (e.g., decomposition) that, unlike a counting-all strategy, may involve visualizing and manipulating numbers along a mental number line. We expected that elementary students with better visuospatial memory would be more likely to use decomposition to solve arithmetic problems. In first grade and in fifth grade (n = 266), children solved simple and complex arithmetic problems, completed a number line estimation task on a 0 to 100 number line, and completed working memory assessments. At both time points, as expected, visuospatial memory was positively related to the use of decomposition, and these relations were mediated by number line estimation percent absolute error. Thus, both when children are initially learning the strategy (1st grade), and after they should have mastered it (fifth grade), visuospatial memory might aid use of decomposition by supporting children’s ability to represent and manipulate magnitude.

Additionally, preliminary data (n ≅ 50) exploring the relation between children’s metacognitive judgements of their own ability to use decomposition and their actual use of decomposition will be examined.

Authors

• Joanna G Schiffman, Boston College
  Presenting Author

• Elida V. Laski, Boston College
  Non-Presenting Author