Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability

• Published in: Journal of experimental child psychology 2004-06, Vol.88 (2), p.121-151
• Main Authors: Geary, David C, Hoard, Mary K, Byrd-Craven, Jennifer, Catherine DeSoto, M
• Format: Article
• Language: English
• Subjects: Adolescent; Arithmetic; Arithmetic development; Biological and medical sciences; Child; Child clinical studies; Child, Preschool; Counting knowledge; Developmental disorders; Disabled Children - psychology; Error Patterns; Female; Grade 1; Grade 5; Humans; Individual Differences; Knowledge; Learning Disabilities; Learning disorders; Learning Disorders - psychology; Learning Strategies; Male; Mathematical disabilities; Mathematics; Mathematics Skills; Medical sciences; Memory; Problem Solving; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Strategy choices; Task Performance and Analysis; Working memory
• ISSN: 0022-0965; 1096-0457
• DOI: 10.1016/j.jecp.2004.03.002

Groups of first-grade (mean age=82 months), third-grade (mean age=107 months), and fifth-grade (mean age=131 months) children with a learning disability in mathematics (MD, n=58) and their normally achieving peers ( n=91) were administered tasks that assessed their knowledge of counting principles, working memory, and the strategies used to solve simple (4 + 3) and complex (16 + 8) addition problems. In all grades, the children with MD showed a working memory deficit, and in first grade, the children with MD used less sophisticated strategies and committed more errors while solving simple and complex addition problems. The group differences in strategy usage and accuracy were related, in part, to the group difference in working memory and to group and individual differences in counting knowledge. Across grade-level and group, the switch from simple to complex addition problems resulted in a shift in the mix of problem-solving strategies. Individual differences in the strategy mix and in the strategy shift were related, in part, to individual differences in working memory capacity and counting knowledge.