How Arithmetic Problem-Solving Strategy Sophistication Evolves Over Time in a Kindergarten Sample

• In Event: Division C Section 1C: Topics in Early Childhood Mathematics

Abstract

To date, few studies treat problem-solving strategies as the primary outcome of interest. Yet, greater strategy sophistication predicts concurrent and future achievement, as well as deeper conceptual understanding. The purpose of this study is to describe how modal arithmetic strategy sophistication evolves over the course of an intervention in a kindergarten classroom in the Mountain West. We developed a system to code arithmetic performance for three time-scales (between sessions, time within-session, and attempt to solve) across three categories of story problems. We show that modal strategy sophistication varies with problem difficulty, decreases within instructional sessions, but increases across sessions and successive attempts to solve a story-problem. Implications for teaching and learning are discussed.

Authors

• Traci Shizu Kutaka, University of Virginia

• Pavel Chernyavskiy

• Menglong Cong, University of Denver

• Kayla McCreadie

• Julie Sarama, University of Denver

• Douglas H. Clements, University of Denver