Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie and Stiller, James
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|DOI (Digital Object Identifier) Link:||http://dx.doi.org/doi:10.1348/026151008X383148|
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Patterns of problem-solving among 5-to-7 year-olds’ were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problemsolving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children’s strategy choice across Years 1 and 2 on the arithmetic (addition and subtraction) than literacy-based tasks (reading and spelling). However, across all four tasks, the children showed a tendency to move from less sophisticated procedural-based strategies, which included phonological strategies for reading and spelling and counting-all and finger modelling for addition and subtraction, to more efficient retrieval methods from Years 1 to 2. Distinct patterns in children’s problem-solving skill were identified on the literacy and arithmetic tasks using two separate cluster analyses. There was a strong association between these two profiles showing that those children with more advanced problem-solving skills on the arithmetic tasks also showed more advanced profiles on the literacy tasks. The results highlight how different-aged children show flexibility in their use of problem-solving strategies across literacy and arithmetical contexts and reinforce the importance of studying variations in children’s problem-solving skill across different educational contexts.
|Item Type:||Journal Article|
|Copyright Holders:||2009 The British Psychological Society|
|Academic Unit/Department:||Education and Language Studies > Childhood, Development and Learning|
|Depositing User:||Lee Farrington-Flint|
|Date Deposited:||25 Sep 2012 08:24|
|Last Modified:||25 Oct 2012 04:20|
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