Developmental differences in addition strategies: a comparison of mathematically disabled and mathematically normal children
Background. Several studies concerned with task‐specific strategies in addition have suggested that, when compared with the performance of mathematically normal peers (MN pupils), the performance of mathematically disabled pupils (MD pupils) is characterised by frequent use of inefficient problem‐so...
Uložené v:
| Vydané v: | British journal of educational psychology Ročník 67; číslo 3; s. 345 - 357 |
|---|---|
| Hlavný autor: | |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
Oxford, UK
Blackwell Publishing Ltd
01.09.1997
British Psychological Society Scottish Academic Press |
| Predmet: | |
| ISSN: | 0007-0998, 2044-8279 |
| On-line prístup: | Získať plný text |
| Tagy: |
Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
|
| Abstract | Background. Several studies concerned with task‐specific strategies in addition have suggested that, when compared with the performance of mathematically normal peers (MN pupils), the performance of mathematically disabled pupils (MD pupils) is characterised by frequent use of inefficient problem‐solving strategies. These studies, however, have focused more or less exclusively on single age‐groups and on the youngest age‐groups in particular. What characterises strategy use, as this develops year by year during the primary school stage, has not been adequately studied.
Aims. The major purpose of the present study was to investigate the character and extent of differences between the MD pupils and the MN pupils as reflected in the use of task‐specific strategies for solving elementary addition problems as the pupils move up through primary school, i.e., from grade 1 to grade 7. Particular concern was with the variability within the groups of MD pupils, especially in light of the general literature showing substantial heterogeneity in the performance characteristics of the mathematically less able children.
Sample. The sample included 32 MD pupils in grade 1, 33 MD pupils in grade 3, 36 MD pupils in grade 5 and a corresponding number of MN pupils in each of the grades.
Methods. The pupils were asked to solve 28 single‐digit addition problems on two different occasions separated by an interval of two years. The task‐specific strategies used by the pupils were recorded on a ‘trial‐by‐trial basis' and were classified as defined single variants of backup strategies and retrieval strategies, respectively.
Results. The pattern of development as it emerged in a longitudinal perspective in the present study showed the mathematically disabled pupils as being characterised by: (a) use of backup strategies only, (b) use of the most primary backup strategies, (c) small degree of variation in the use of strategy variants and, (d) limited degree of change in the use of strategies from year to year throughout the primary school.
Conclusions. Compared with the mathematically normal pupils, the mathematically disabled exhibited a divergent pattern of development, with unexpectedly little variability within the group itself. |
|---|---|
| AbstractList | Several studies concerned with task-specific strategies in addition have suggested that, when compared with the performance of mathematically normal peers (MN pupils), the performance of mathematically disabled pupils (MD pupils) is characterised by frequent use of inefficient problem-solving strategies. These studies, however, have focused more or less exclusively on single age-groups and on the youngest age-groups in particular. What characterises strategy use, as this develops year by year during the primary school stage, has not been adequately studied.BACKGROUNDSeveral studies concerned with task-specific strategies in addition have suggested that, when compared with the performance of mathematically normal peers (MN pupils), the performance of mathematically disabled pupils (MD pupils) is characterised by frequent use of inefficient problem-solving strategies. These studies, however, have focused more or less exclusively on single age-groups and on the youngest age-groups in particular. What characterises strategy use, as this develops year by year during the primary school stage, has not been adequately studied.The major purpose of the present study was to investigate the character and extent of differences between the MD pupils and the MN pupils as reflected in the use of task-specific strategies for solving elementary addition problems as the pupils move up through primary school, i.e., from grade 1 to grade 7. Particular concern was with the variability within the groups of MD pupils, especially in light of the general literature showing substantial heterogeneity in the performance characteristics of the mathematically less able children.AIMSThe major purpose of the present study was to investigate the character and extent of differences between the MD pupils and the MN pupils as reflected in the use of task-specific strategies for solving elementary addition problems as the pupils move up through primary school, i.e., from grade 1 to grade 7. Particular concern was with the variability within the groups of MD pupils, especially in light of the general literature showing substantial heterogeneity in the performance characteristics of the mathematically less able children.The sample included 32 MD pupils in grade 1, 33 MD pupils in grade 3, 36 MD pupils in grade 5 and a corresponding number of MN pupils in each of the grades.SAMPLEThe sample included 32 MD pupils in grade 1, 33 MD pupils in grade 3, 36 MD pupils in grade 5 and a corresponding number of MN pupils in each of the grades.The pupils were asked to solve 28 single-digit addition problems on two different occasions separated by an interval of two years. The task-specific strategies used by the pupils were recorded on a 'trial-by-trial basis' and were classified as defined single variants of backup strategies and retrieval strategies, respectively.METHODSThe pupils were asked to solve 28 single-digit addition problems on two different occasions separated by an interval of two years. The task-specific strategies used by the pupils were recorded on a 'trial-by-trial basis' and were classified as defined single variants of backup strategies and retrieval strategies, respectively.The pattern of development as it emerged in a longitudinal perspective in the present study showed the mathematically disabled pupils as being characterised by: (a) use of backup strategies only, (b) use of the most primary backup strategies, (c) small degree of variation in the use of strategy variants and, (d) limited degree of change in the use of strategies from year to year throughout the primary school.RESULTSThe pattern of development as it emerged in a longitudinal perspective in the present study showed the mathematically disabled pupils as being characterised by: (a) use of backup strategies only, (b) use of the most primary backup strategies, (c) small degree of variation in the use of strategy variants and, (d) limited degree of change in the use of strategies from year to year throughout the primary school.Compared with the mathematically normal pupils, the mathematically disabled exhibited a divergent pattern of development, with unexpectedly little variability within the group itself.CONCLUSIONSCompared with the mathematically normal pupils, the mathematically disabled exhibited a divergent pattern of development, with unexpectedly little variability within the group itself. Several studies concerned with task-specific strategies in addition have suggested that, when compared with the performance of mathematically normal peers (MN pupils), the performance of mathematically disabled pupils (MD pupils) is characterised by frequent use of inefficient problem-solving strategies. These studies, however, have focused more or less exclusively on single age-groups and on the youngest age-groups in particular. What characterises strategy use, as this develops year by year during the primary school stage, has not been adequately studied. The major purpose of the present study was to investigate the character and extent of differences between the MD pupils and the MN pupils as reflected in the use of task-specific strategies for solving elementary addition problems as the pupils move up through primary school, i.e., from grade 1 to grade 7. Particular concern was with the variability within the groups of MD pupils, especially in light of the general literature showing substantial heterogeneity in the performance characteristics of the mathematically less able children. The sample included 32 MD pupils in grade 1, 33 MD pupils in grade 3, 36 MD pupils in grade 5 and a corresponding number of MN pupils in each of the grades. The pupils were asked to solve 28 single-digit addition problems on two different occasions separated by an interval of two years. The task-specific strategies used by the pupils were recorded on a 'trial-by-trial basis' and were classified as defined single variants of backup strategies and retrieval strategies, respectively. The pattern of development as it emerged in a longitudinal perspective in the present study showed the mathematically disabled pupils as being characterised by: (a) use of backup strategies only, (b) use of the most primary backup strategies, (c) small degree of variation in the use of strategy variants and, (d) limited degree of change in the use of strategies from year to year throughout the primary school. Compared with the mathematically normal pupils, the mathematically disabled exhibited a divergent pattern of development, with unexpectedly little variability within the group itself. Background. Several studies concerned with task‐specific strategies in addition have suggested that, when compared with the performance of mathematically normal peers (MN pupils), the performance of mathematically disabled pupils (MD pupils) is characterised by frequent use of inefficient problem‐solving strategies. These studies, however, have focused more or less exclusively on single age‐groups and on the youngest age‐groups in particular. What characterises strategy use, as this develops year by year during the primary school stage, has not been adequately studied. Aims. The major purpose of the present study was to investigate the character and extent of differences between the MD pupils and the MN pupils as reflected in the use of task‐specific strategies for solving elementary addition problems as the pupils move up through primary school, i.e., from grade 1 to grade 7. Particular concern was with the variability within the groups of MD pupils, especially in light of the general literature showing substantial heterogeneity in the performance characteristics of the mathematically less able children. Sample. The sample included 32 MD pupils in grade 1, 33 MD pupils in grade 3, 36 MD pupils in grade 5 and a corresponding number of MN pupils in each of the grades. Methods. The pupils were asked to solve 28 single‐digit addition problems on two different occasions separated by an interval of two years. The task‐specific strategies used by the pupils were recorded on a ‘trial‐by‐trial basis' and were classified as defined single variants of backup strategies and retrieval strategies, respectively. Results. The pattern of development as it emerged in a longitudinal perspective in the present study showed the mathematically disabled pupils as being characterised by: (a) use of backup strategies only, (b) use of the most primary backup strategies, (c) small degree of variation in the use of strategy variants and, (d) limited degree of change in the use of strategies from year to year throughout the primary school. Conclusions. Compared with the mathematically normal pupils, the mathematically disabled exhibited a divergent pattern of development, with unexpectedly little variability within the group itself. The pattern of development as it emerged in a longitudinal perspective in the present study showed the mathematically disabled pupils as being characterised by: use of backup strategies only, use of the most primary backup strategies, small degree of variation in the use of strategy variants and, limited degree of change in the use of strategies from year to year throughout the primary school. The mathematically disabled exhibited a divergent pattern of development, with unexpectedly little variability within the group itself. (Original abstract-amended) |
| Author | Ostad, Snorre A. |
| Author_xml | – sequence: 1 givenname: Snorre A. surname: Ostad fullname: Ostad, Snorre A. organization: Institute of Special Education, University of Oslo, Norway |
| BackLink | http://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=2803635$$DView record in Pascal Francis https://www.ncbi.nlm.nih.gov/pubmed/9376311$$D View this record in MEDLINE/PubMed |
| BookMark | eNqVkktvEzEQxy1UVNLCR0BaAeK2wa9d2z2VPiigiocUhMTFcryz1MHrDfamJBIfHq8S5ZALqg9-6P-b_8gzc4KOQh8AoRcET0lebxZTijkvJRVqSpQS02GOCeVqun6EJnvpCE0wxqLESskn6CSlRX5WgvFjdKyYqBkhE_T3Cu7B98sOwmB80bi2hQjBQipcKEzTuMH1oUhDNAP8dJDOClPYvlua6FIW-rbozHAHeXPWeL_JFsnMPTSFCc2hFvrY5Sz2zvkmZ3mKHrfGJ3i2O0_Rt3fXs8v35e3nmw-Xb29Ly5VQ5RxXRtUACgQBIltsa2FrSgBLyVrADSYGLJWc18wq3ggl26YSphWVIYrM2Sl6vfVdxv73CtKgO5cseG8C9KukhWKy5pL9F6yExJRSnMGXB-CiX8WQP6EJF5xSzkSVqec7ajXvoNHL6DoTN3pX_ay_2ukm5QK10QTr0h6jErOajTZnW8zGPqUI7Z4gWI8DoRd67Loeu67HgdC7gdDrHHx-EGzdYMam5pY6_yCLP87D5gHJ9cXH6y_jNVuUWwuXBljvLUz8pWuRS6W_f7rRs_qCyB_1Vz1j_wB6ouJ1 |
| CODEN | BJESAE |
| CitedBy_id | crossref_primary_10_1002_dys_214 crossref_primary_10_1006_jecp_2000_2561 crossref_primary_10_1177_0022219413508324 crossref_primary_10_1027_2151_2604_a000209 crossref_primary_10_1207_S15326942DN2102_2 crossref_primary_10_1111_j_1467_8624_2007_01069_x crossref_primary_10_1177_0731948713500146 crossref_primary_10_3390_jintelligence10030053 crossref_primary_10_1027_2151_2604_a000205 crossref_primary_10_1080_08856250600810633 crossref_primary_10_1177_00222194040370010201 crossref_primary_10_1080_0031383990430403 crossref_primary_10_1080_24727466_2009_11790286 crossref_primary_10_1037_0022_0663_97_4_732 crossref_primary_10_1006_jecp_1999_2515 crossref_primary_10_1016_j_cognition_2010_03_012 crossref_primary_10_1016_j_ridd_2014_07_015 crossref_primary_10_1111_j_1467_9604_2009_01395_x crossref_primary_10_1080_02568540809594649 crossref_primary_10_1080_03054985_2017_1329720 crossref_primary_10_1177_0022219410392046 crossref_primary_10_1016_j_jecp_2006_10_001 crossref_primary_10_1016_j_jecp_2012_05_005 crossref_primary_10_1177_0022219412463436 crossref_primary_10_1016_j_actpsy_2015_01_007 crossref_primary_10_1177_0022219407311003 crossref_primary_10_1080_87565641_2013_817583 crossref_primary_10_1111_1471_3802_12042 crossref_primary_10_1177_0022219411407773 crossref_primary_10_1037_0022_0663_94_3_586 crossref_primary_10_1080_87565640801982387 crossref_primary_10_1016_j_cogdev_2020_100866 crossref_primary_10_1177_00222194070400010101 crossref_primary_10_1016_j_cogdev_2009_10_001 crossref_primary_10_1111_j_1467_8624_2011_01608_x crossref_primary_10_1097_DBP_0b013e318209edef crossref_primary_10_1016_j_cogdev_2025_101562 crossref_primary_10_1016_j_cedpsych_2005_06_001 crossref_primary_10_1080_08856257_2012_669110 crossref_primary_10_1080_02687040143000113 crossref_primary_10_1111_1467_8624_00571 crossref_primary_10_1006_jecp_2000_2579 crossref_primary_10_1016_j_ridd_2012_11_001 crossref_primary_10_1186_1744_9081_2_19 crossref_primary_10_1016_j_jecp_2005_03_002 crossref_primary_10_1016_j_jecp_2009_01_011 crossref_primary_10_1016_j_jmathb_2022_101007 crossref_primary_10_1037_0022_0663_93_1_211 crossref_primary_10_1007_s11858_022_01415_w crossref_primary_10_1080_01443410_2019_1622652 crossref_primary_10_3389_fpsyg_2015_00221 crossref_primary_10_1080_140154398434040 crossref_primary_10_1080_87565640701360924 crossref_primary_10_1371_journal_pone_0091839 crossref_primary_10_2307_1511278 crossref_primary_10_1016_j_jecp_2010_04_016 crossref_primary_10_1007_s40593_013_0003_7 crossref_primary_10_1177_00222194050380040801 crossref_primary_10_1037_0022_0663_93_3_615 crossref_primary_10_1177_0022219411419013 crossref_primary_10_1177_00222194040370020301 crossref_primary_10_1111_j_1467_8578_2010_00461_x crossref_primary_10_1177_00222194020350060701 crossref_primary_10_1177_00222194060390050701 crossref_primary_10_1177_0022219408331041 crossref_primary_10_1016_S0022_0965_03_00032_8 crossref_primary_10_1080_87565640801982445 crossref_primary_10_1111_j_1467_7687_2008_00715_x crossref_primary_10_1177_11356405241235078 crossref_primary_10_1007_s007870070012 crossref_primary_10_1007_s10212_023_00761_x crossref_primary_10_1080_0885625990140103 crossref_primary_10_1177_002221940003300605 crossref_primary_10_1007_s10649_021_10123_3 crossref_primary_10_3390_math9151814 crossref_primary_10_1016_j_cognition_2009_10_006 crossref_primary_10_1177_0022219413520182 crossref_primary_10_2307_20528819 crossref_primary_10_1177_00222194070400050901 crossref_primary_10_1080_08856257_2018_1560618 crossref_primary_10_1016_j_cogdev_2009_09_005 crossref_primary_10_1080_20445911_2018_1502190 crossref_primary_10_1007_s11881_015_0103_1 crossref_primary_10_1007_s10212_013_0194_1 crossref_primary_10_1016_j_actpsy_2018_07_007 crossref_primary_10_1177_001440291007600201 crossref_primary_10_1080_17470218_2015_1013476 crossref_primary_10_1016_j_lindif_2009_09_003 crossref_primary_10_1016_j_jecp_2004_03_002 crossref_primary_10_1016_j_neuropsychologia_2009_04_024 |
| ContentType | Journal Article |
| Copyright | 1997 The British Psychological Society 1997 INIST-CNRS |
| Copyright_xml | – notice: 1997 The British Psychological Society – notice: 1997 INIST-CNRS |
| DBID | BSCLL AAYXX CITATION IQODW CGR CUY CVF ECM EIF NPM FBAQO GHEHK IBDFT K30 PAAUG PAWHS PAWZZ PAXOH PBHAV PBQSW PBYQZ PCIWU PCMID PCZJX PDGRG PDWWI PETMR PFVGT PGXDX PIHIL PISVA PJCTQ PJTMS PLCHJ PMHAD PNQDJ POUND PPLAD PQAPC PQCAN PQCMW PQEME PQHKH PQMID PQNCT PQNET PQSCT PQSET PSVJG PVMQY PZGFC 7QJ 7X8 |
| DOI | 10.1111/j.2044-8279.1997.tb01249.x |
| DatabaseName | Istex CrossRef Pascal-Francis Medline MEDLINE MEDLINE (Ovid) MEDLINE MEDLINE PubMed Periodicals Index Online Segment 02 Periodicals Index Online Segment 08 Periodicals Index Online Segment 27 Periodicals Index Online Primary Sources Access—Foundation Edition (Plan E) - West Primary Sources Access (Plan D) - International Primary Sources Access & Build (Plan A) - MEA Primary Sources Access—Foundation Edition (Plan E) - Midwest Primary Sources Access—Foundation Edition (Plan E) - Northeast Primary Sources Access (Plan D) - Southeast Primary Sources Access (Plan D) - North Central Primary Sources Access—Foundation Edition (Plan E) - Southeast Primary Sources Access (Plan D) - South Central Primary Sources Access & Build (Plan A) - UK / I Primary Sources Access (Plan D) - Canada Primary Sources Access (Plan D) - EMEALA Primary Sources Access—Foundation Edition (Plan E) - North Central Primary Sources Access—Foundation Edition (Plan E) - South Central Primary Sources Access & Build (Plan A) - International Primary Sources Access—Foundation Edition (Plan E) - International Primary Sources Access (Plan D) - West Periodicals Index Online Segments 1-50 Primary Sources Access (Plan D) - APAC Primary Sources Access (Plan D) - Midwest Primary Sources Access (Plan D) - MEA Primary Sources Access—Foundation Edition (Plan E) - Canada Primary Sources Access—Foundation Edition (Plan E) - UK / I Primary Sources Access—Foundation Edition (Plan E) - EMEALA Primary Sources Access & Build (Plan A) - APAC Primary Sources Access & Build (Plan A) - Canada Primary Sources Access & Build (Plan A) - West Primary Sources Access & Build (Plan A) - EMEALA Primary Sources Access (Plan D) - Northeast Primary Sources Access & Build (Plan A) - Midwest Primary Sources Access & Build (Plan A) - North Central Primary Sources Access & Build (Plan A) - Northeast Primary Sources Access & Build (Plan A) - South Central Primary Sources Access & Build (Plan A) - Southeast Primary Sources Access (Plan D) - UK / I Primary Sources Access—Foundation Edition (Plan E) - APAC Primary Sources Access—Foundation Edition (Plan E) - MEA Applied Social Sciences Index & Abstracts (ASSIA) MEDLINE - Academic |
| DatabaseTitle | CrossRef MEDLINE Medline Complete MEDLINE with Full Text PubMed MEDLINE (Ovid) Periodicals Index Online Segments 1-50 Periodicals Index Online Segment 27 Periodicals Index Online Segment 08 Periodicals Index Online Periodicals Index Online Segment 02 Applied Social Sciences Index and Abstracts (ASSIA) MEDLINE - Academic |
| DatabaseTitleList | MEDLINE - Academic MEDLINE CrossRef Applied Social Sciences Index and Abstracts (ASSIA) |
| Database_xml | – sequence: 1 dbid: NPM name: PubMed url: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 2 dbid: 7X8 name: MEDLINE - Academic url: https://search.proquest.com/medline sourceTypes: Aggregation Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education Psychology Mathematics |
| EISSN | 2044-8279 |
| EndPage | 357 |
| ExternalDocumentID | 9376311 2803635 10_1111_j_2044_8279_1997_tb01249_x BJEP1249 ark_67375_WNG_T6B18Z6Q_T |
| Genre | article Journal Article |
| GroupedDBID | --- --Z -W8 -~X .3N .GA .GO .Y3 0-V 05W 07C 0R~ 10A 1OB 1OC 23N 31~ 33P 36B 3EH 4.4 50Y 50Z 52M 52O 52S 52T 52U 52V 52W 53G 5GY 5VS 6J9 702 7PT 7X7 8-0 8-1 8-3 8-4 8-5 85S 88E 8A4 8AO 8FI 8FJ 8R4 8R5 930 9M8 A01 A04 AABNI AAESR AAHQN AAHSB AAIPD AAKAS AAMMB AAMNL AANHP AAONW AAOUF AASGY AAUTI AAXRX AAYCA AAYJJ AAZKR ABCUV ABDBF ABIVO ABJNI ABPVW ABQWH ABSOO ABUFD ABUWG ABXGK ACAHQ ACBKW ACBWZ ACCZN ACFBH ACGFO ACGFS ACGOF ACHQT ACMXC ACNCT ACPOU ACPVT ACRPL ACUHS ACXQS ACYXJ ADBBV ADBTR ADEMA ADEOM ADIZJ ADKYN ADMGS ADMHG ADNMO ADXAS ADZCM ADZMN AEFGJ AEGXH AEIGN AEIMD AETEA AEUYR AEYWJ AFBPY AFFHD AFFNX AFFPM AFGKR AFKFF AFKRA AFWVQ AFZJQ AGHNM AGNAY AGQPQ AGXDD AHBTC AI. AIACR AIAGR AIDQK AIDYY AIKWM AIQQE AIURR ALAGY ALMA_UNASSIGNED_HOLDINGS ALSLI ALVPJ AMBMR AMYDB ARALO ASOEW ASPBG ASTYK AVWKF AZBYB AZFZN AZQEC AZVAB BAFTC BDRZF BENPR BFHJK BMXJE BNVMJ BPHCQ BQESF BROTX BRXPI BSCLL BVXVI C45 CAG CCPQU CJNVE COF CS3 D-6 D-7 D-C D-D DCZOG DPXWK DRFUL DRMAN DRSSH DU5 DWQXO EAD EAP EAS EBC EBD EBS EDJ EIHBH EJD EMB EMK EMOBN EPS ESX F00 F5P FEDTE FUBAC FYUFA G-S G.N G50 GNK GNM GNUQQ GODZA HAOEW HEHIP HF~ HGLYW HMCUK HVGLF HZ~ H~9 KBYEO LATKE LEEKS LH4 LITHE LOXES LP6 LP7 LPU LUTES LW6 LYRES M0P M1P M2M M2S MEWTI MK4 MRFUL MRMAN MRSSH MSFUL MSMAN MSSSH MVM MXFUL MXMAN MXSSH MY~ N04 N06 NF~ NIF O66 O9- OHT OMB OMI OVD P2P P2W P2Y P2Z P4B P4C PALCI PHGZM PHGZT PJZUB POGQB PPXIY PQEDU PQQKQ PROAC PRQQA PSQYO PSYQQ Q.N Q2X QB0 R.K RIWAO RJQFR ROL RX1 S0X SAMSI SUPJJ SV3 TEORI TN5 TWZ UB1 UKHRP UPT VH1 W8V W99 WBKPD WH7 WHDPE WIH WII WIJ WOHZO WSUWO WXSBR XG1 XKC XOL YF5 YYQ ZCA ZCG ZZTAW ~IA ~WP 3V. AAHHS ACCFJ ADZOD AEEZP AEQDE AEUQT AFPWT AFYRF AIFKG AIWBW AJBDE ALIPV ALUQN RIG AAYXX CITATION O8X 08R AAGJQ AAJUZ AAPBV AAVGM ABCVL ABPTK ABSRN ABWRO ACSMX ACXME ADDAD AFFDN AFVGU AGJLS AJYWA IQODW CGR CUY CVF ECM EIF NPM VXZ YIN Z5M FBAQO GHEHK IBDFT K30 PAAUG PAWHS PAWZZ PAXOH PBHAV PBQSW PBYQZ PCIWU PCMID PCZJX PDGRG PDWWI PETMR PFVGT PGXDX PIHIL PISVA PJCTQ PJTMS PLCHJ PMHAD PNQDJ POUND PPLAD PQAPC PQCAN PQCMW PQEME PQHKH PQMID PQNCT PQNET PQSCT PQSET PSVJG PVMQY PZGFC 7QJ 7X8 |
| ID | FETCH-LOGICAL-c4979-b05a96ee9e71e18f0c67c621e0883fe0d01aec284463c94d798fd57af75a191b3 |
| IEDL.DBID | DRFUL |
| ISICitedReferencesCount | 101 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=10_1111_j_2044_8279_1997_tb01249_x&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 0007-0998 |
| IngestDate | Sat Sep 27 16:52:58 EDT 2025 Sun Sep 28 04:07:37 EDT 2025 Sun Nov 09 07:31:05 EST 2025 Wed Feb 19 01:22:19 EST 2025 Sun Oct 22 16:07:01 EDT 2023 Sat Nov 29 07:00:26 EST 2025 Tue Nov 18 22:02:23 EST 2025 Wed Jan 22 16:44:55 EST 2025 Tue Nov 11 03:32:03 EST 2025 |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 3 |
| Keywords | Human Addition Arithmetics Cognition Mathematics Academic ability Preadolescent School age Follow up study Interindividual comparison Problem solving Strategy Intellectual ability Cognitive development Child |
| Language | English |
| License | http://onlinelibrary.wiley.com/termsAndConditions#vor CC BY 4.0 |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c4979-b05a96ee9e71e18f0c67c621e0883fe0d01aec284463c94d798fd57af75a191b3 |
| Notes | ark:/67375/WNG-T6B18Z6Q-T istex:8E722AB7BDDD37D80C77ED880A1C66DAF33EA699 ArticleID:BJEP1249 ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 14 ObjectType-Article-1 ObjectType-Feature-2 content type line 23 |
| PMID | 9376311 |
| PQID | 1474224375 |
| PQPubID | 1819823 |
| PageCount | 13 |
| ParticipantIDs | proquest_miscellaneous_79386483 proquest_miscellaneous_57802220 proquest_journals_1474224375 pubmed_primary_9376311 pascalfrancis_primary_2803635 crossref_primary_10_1111_j_2044_8279_1997_tb01249_x crossref_citationtrail_10_1111_j_2044_8279_1997_tb01249_x wiley_primary_10_1111_j_2044_8279_1997_tb01249_x_BJEP1249 istex_primary_ark_67375_WNG_T6B18Z6Q_T |
| PublicationCentury | 1900 |
| PublicationDate | September 1997 |
| PublicationDateYYYYMMDD | 1997-09-01 |
| PublicationDate_xml | – month: 09 year: 1997 text: September 1997 |
| PublicationDecade | 1990 |
| PublicationPlace | Oxford, UK |
| PublicationPlace_xml | – name: Oxford, UK – name: Leicester – name: England – name: Edinburgh |
| PublicationTitle | British journal of educational psychology |
| PublicationTitleAlternate | Br J Educ Psychol |
| PublicationYear | 1997 |
| Publisher | Blackwell Publishing Ltd British Psychological Society Scottish Academic Press |
| Publisher_xml | – name: Blackwell Publishing Ltd – name: British Psychological Society – name: Scottish Academic Press |
| SSID | ssj0005734 |
| Score | 1.8293142 |
| Snippet | Background. Several studies concerned with task‐specific strategies in addition have suggested that, when compared with the performance of mathematically... Background . Several studies concerned with task‐specific strategies in addition have suggested that, when compared with the performance of mathematically... Several studies concerned with task-specific strategies in addition have suggested that, when compared with the performance of mathematically normal peers (MN... The pattern of development as it emerged in a longitudinal perspective in the present study showed the mathematically disabled pupils as being characterised... |
| SourceID | proquest pubmed pascalfrancis crossref wiley istex |
| SourceType | Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 345 |
| SubjectTerms | Age Factors Biological and medical sciences Case-Control Studies Child Child Development Cross-Sectional Studies Developmental aspects Developmental psychology Education Fundamental and applied biological sciences. Psychology Humans Learning disabled young children Learning Disorders - psychology Longitudinal Studies Mathematics Norway Primary schools Problem Solving - classification Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology |
| Title | Developmental differences in addition strategies: a comparison of mathematically disabled and mathematically normal children |
| URI | https://api.istex.fr/ark:/67375/WNG-T6B18Z6Q-T/fulltext.pdf https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fj.2044-8279.1997.tb01249.x https://www.ncbi.nlm.nih.gov/pubmed/9376311 https://www.proquest.com/docview/1474224375 https://www.proquest.com/docview/57802220 https://www.proquest.com/docview/79386483 |
| Volume | 67 |
| WOSCitedRecordID | wos10_1111_j_2044_8279_1997_tb01249_x&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVWIB databaseName: Wiley Online Library Full Collection 2020 customDbUrl: eissn: 2044-8279 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0005734 issn: 0007-0998 databaseCode: DRFUL dateStart: 19970101 isFulltext: true titleUrlDefault: https://onlinelibrary.wiley.com providerName: Wiley-Blackwell |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV1Lb9QwEB7BLodeeBQq0hc-IG5BceLYcW8UukUIrQraihUXy-s4UtUlizbbqpX48czkVRZRqQhukZxxlMnn8Ywz8w3AS2nzwmulQ-60CwXPihDdCBuqwkd5ivYvj2zdbEKNx9l0qk_a8miqhWn4IfoDN1oZtb2mBW5n1doijyMhwixWmkruFJ1xUifl1-hRDmMEcjqA4bvPo9OPNykfKmlYmel4DuOMloS0yey5bba1DWtIur-iBEpboQ6LpvnFn7zTdWe33q1Gj_7vez6Gh63Xyt40MHsC93y5SQ2f2-SQTdjoDen1U_jxSyYSSnU9WNAisbOSUQYTCbFq1dFUHDDLXN8QkS0K9q1nk7Xz-TVOUVGJV85smf8-VpLXPWddVfozOB0dTd6-D9suD6ETBJJZlFotvddecY9YiZxUTsbco_1LCDERt97hLipk4rTIlc6KPFW2UKnFYHOWbMGgXJT-OTBp3UwJj4OZFi6OdZFayxOfc5FzK30AuvuUxrUU6NSJY25uQiFStiFlG1K2aZVtrgJIetnvDRHInaRe1YjpRezynFLpVGq-jI_NRB7y7Kv8ZCYB7K1Bqheg7mHoFAaw20HMtFamwrBNiZgYJXH4RT-M9oF--tjSLy4qgxaZYvro9jvQQmdSZEkAWw10-2dr2n04R7XVAP2L9zaHH45O6HL7H2R3YKMhC6aMvl0YrJYXfg8euMvVWbXch_tqmu23S_wnQslQtw |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV3fb9MwED5NKxJ74cdgImNjfkC8BcWJE8e8MVgZ0FUDdWLixXIdR5oo6dR0aJP447nLD48iJoHgLZJzqXL5fL5zz98H8DQzRemUVCG3yoaC52WIaYQJZemiIsX4V0SmEZuQ43F-eqqO1-CoPwvT8kP4DTeaGU28pglOG9IrszyOhAjzWCo6cydpk5OklJ9jSjkQiCsE_OD1x-HJ6LrnQyYtLTPtz2Gh0bGQtq09Nz1tZcUakPMvqYPS1OjEslW_-F16uprtNsvV8O5_ftF7cKfLW9nLFmj3Yc1VmyT53LWHbMKGD6VXD-D7T71IaNWrsGBMYmcVox4mMmL1sieqeMEMs14Skc1L9tXzyZrZ7AofUdMhr4KZqvh1rKK8e8b6c-kP4WR4MHl1GHY6D6EVBJNplBqVOaec5A7REtlM2izmDiNgQpiJuHEW11H8qFaJQqq8LFJpSpkaLDenyRasV_PKPQKWGTuVwuFgroSNY1WmxvDEFVwU3GQuANV_S207EnTS4pjp62KInK3J2ZqcrTtn68sAEm973lKB_JHVswYy3sQsvlAznUz1p_EbPcn2ef45-6AnAeyuYMobkH4YpoUB7PQY012cqbFwkyImTkkc3vPDGCHobx9TuflFrTEmU1Uf3XwHxug8E3kSwFaLXf_bitYfztFtDUL_4r31_ruDY7rc_gfbPbh9ODka6dHb8fvHsNFSB1N_3w6sLxcXbhdu2W_Ls3rxpJvpPwBw1VO_ |
| linkToPdf | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV3db9MwED9NLUJ74WMwEdiYHxBvQXHixDFvjK18jaqgTky8WK7tSBMlnZoObRJ_PHf5GkVMAsFbJfcS5fLz-c45_34ATzLjCq-kCrlVNhQ8L0JMI0woCx-5FOOfi0wtNiHH4_zkRE024H13Fqbhh-g33Ghm1PGaJrg_c8XaLI8jIcI8lorO3Ena5CQp5WeYUg4FqcoMYHjwcXR8dNXzIZOGlpn257DQaFlIm9ae6662tmINyfkX1EFpKnRi0ahf_C49Xc926-VqdPs_P-gduNXmrexFA7S7sOHLLZJ8bttDtmCzD6WX9-D7T71IaNWpsGBMYqclox4mMmLVqiOqeM4Ms70kIlsU7GvPJ2vm80u8REWHvBwzpft1rKS8e866c-n34Xh0OH35Omx1HkIrCCazKDUq8155yT2iJbKZtFnMPUbAhDATceMtrqMiS6wSTqq8cKk0hUwNlpuzZBsG5aL0D4Blxs6k8DiYK2HjWBWpMTzxjgvHTeYDUN271LYlQSctjrm-KobI2ZqcrcnZunW2vggg6W3PGiqQP7J6WkOmNzHLL9RMJ1P9afxKT7N9nn_OPuhpALtrmOoNSD8M08IAdjqM6TbOVFi4SRETpyQO7_XDGCHos48p_eK80hiTqaqPrv8Hxug8E3kSwHaD3f7eitYfztFtNUL_4rn1_tvDCf18-A-2e3BzcjDSR2_G7x7BZsMcTO19OzBYLc_9Ltyw31an1fJxO9F_AIERUzo |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Developmental+differences+in+addition+strategies%3A+a+comparison+of+mathematically+disabled+and+mathematically+normal+children&rft.jtitle=British+journal+of+educational+psychology&rft.au=Ostad%2C+Snorre+A.&rft.date=1997-09-01&rft.pub=Blackwell+Publishing+Ltd&rft.issn=0007-0998&rft.eissn=2044-8279&rft.volume=67&rft.issue=3&rft.spage=345&rft.epage=357&rft_id=info:doi/10.1111%2Fj.2044-8279.1997.tb01249.x&rft.externalDBID=10.1111%252Fj.2044-8279.1997.tb01249.x&rft.externalDocID=BJEP1249 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0007-0998&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0007-0998&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0007-0998&client=summon |