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Article de revue:
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ID no. (ISBN etc.): 1196-1961
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Clé de citation BibTeX: Robinson2002
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Robinson, K. M., Arbuthnott, K. D., & Gibbons, K. A. (2002). Adults' representations of division facts: A consequence of learning history? Canadian Journal of Experimental Psychology, 56(4), p. p302–309.
Ajoutée par: Sterenn Audo 2008-01-14 16:05:12 Dernièrement modifiée par: Sterenn Audo 2008-01-14 16:06:38
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Catégories: COEFF, Division, Full text, Résolution de problèmes
Descripteurs: adults, division problems, Mathematical Ability, MATHEMATICS, Mathematics (Concepts), MULTIPLICATION, problem solving, problem solving strategy, retrieval
Auteurs: Arbuthnott, Gibbons, Robinson
Collection: Canadian Journal of Experimental Psychology
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Nombre de vues: 373
Popularité: 33.88%
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Résumé
In this study, division was exclusively examined to determine the strategies that are used to solve simple division problems and to identify factors relating to particular strategy use. Thirty-two participants (aged 18-43 yrs) were asked to solve two sets of 64 simple division problems (from 4÷2 to 81÷9) and error, latency, and strategy report data were collected. Fewer errors were made on easy problems, which were also solved more quickly than difficult problems. Participants used retrieval, multiplication, and other strategies to solve the problems and tended to use retrieval more on easy than difficult problems and used multiplication more on difficult problems than easy problems. Unexpected age differences in strategy use were also found. Older participants tended to rely more heavily on retrieval than younger participants. These results suggest that older participants may have stronger representations for simple division problems than younger participants. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
Ajoutée par: Sterenn Audo
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Idées
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Ajoutée par: Sterenn Audo
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