Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie and Stiller, James
(2009).
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| DOI (Digital Object Identifier) Link: | http://dx.doi.org/doi:10.1348/026151008X383148 |
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| Google Scholar: | Look up in Google Scholar |
Abstract
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 |
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| Copyright Holders: | 2009 The British Psychological Society |
| ISSN: | 0261-510X |
| Academic Unit/Department: | Education and Language Studies > Childhood, Development and Learning |
| Related URLs: | |
| Item ID: | 34394 |
| Depositing User: | Lee Farrington-Flint |
| Date Deposited: | 25 Sep 2012 08:24 |
| Last Modified: | 25 Oct 2012 04:20 |
| URI: | http://oro.open.ac.uk/id/eprint/34394 |
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