You'll see what you mean: Students encode equations based on their knowledge of arithmetic

This study investigated the roles of problem structure and strategy use in problem encoding. Fourthgrade students solved and explained a set of typical addition problems (e.g., 5 + 4 + 9 + 5 = ) and mathematical equivalence problems (e.g., 4 + 3 + 6 = 4 + or 6 + 4 + 5 = + 5). Next, they completed an encoding task in which they reconstructed addition and equivalence problems after viewing each for 5 s. Equivalence problems of the form 4 + 3 + 6 = 4 + overlap with a perceptual pattern found in traditional arithmetic problems (i.e., answer blank in final position), and students' encoding was poorest on problems of this type. Individual differences in encoding the equivalence problems were related to variations in strategy use. Some students solved blank-final equivalence problems using the standardarithmeticstrategyofperformingallgivenoperationsonallgivennumbers.Thesestudentsmade more errors in encoding problem structure, but fewer errors in encoding the numbers, than did students w...

• Type: Journal
• Year: 2004
• Where: COGSCI
• Authors: Nicole M. McNeil, Martha W. Alibali
• Keywords: Blank-final Equivalence Problems, COGSCI 2004, Equivalence Problems, Problem Structure