Learning to Tell Time: Strategy Choices in Children With Different Levels of Mathematics Ability

• In Event: Poster Session 12
  In Poster Session: Student Cognition, Attitudes, and Learning in Math

Abstract

Building on recent research indicating that telling time is a difficult skill for children with mathematics difficulties (MD), this study aims to clear out why children with MD struggle this skill. Within the strategic change model of Lemaire and Siegler (1995), the strategy use of 170 Flemish children with different levels of mathematics competence is compared. The results of this comparison indicate that children with low mathematics competence are less accurate in telling time due to (1) a lack of automation, (2) difficulties with the execution of backup strategies and (3) problems in decision-making. Based on these results, it is argued that children with MD could profit from being taught one single strategy for telling time.

Authors

• Elise Burny, Ghent University

• Martin M. Valcke, Ghent University

• Annemie Desoete, Universiteit Gent