IUFM of Versailles, University of Cergy-Pontoise, France.
Dev Sci. 2010 Jan 1;13(1):92-107. doi: 10.1111/j.1467-7687.2009.00866.x.
Before instruction, children solve many arithmetic word problems with informal strategies based on the situation described in the problem. A Situation Strategy First framework is introduced that posits that initial representation of the problem activates a situation-based strategy even after instruction: only when it is not efficient for providing the numerical solution is the representation of the problem modified so that the relevant arithmetic knowledge might be used. Three experiments were conducted with Year 3 and Year 4 children. Subtraction, multiplication and division problems were created in two versions involving the same wording but different numerical values. The first version could be mentally solved with a Situation strategy (Si version) and the second with a Mental Arithmetic strategy (MA version). Results show that Si-problems are easier than MA-problems even after instruction, and, when children were asked to report their strategy by writing a number sentence, equations that directly model the situation were predominant for Si-problems but not for MA ones. Implications of the Situation Strategy First framework regarding the relation between conceptual and procedural knowledge and the development of arithmetic knowledge are discussed.
在指导之前，儿童会使用基于问题中描述的情境的非正式策略来解决许多算术应用题。本文提出了一种情境策略优先框架，该框架假设问题的初始表示即使在指导之后也会激活基于情境的策略：只有当它提供数值解效率不高时，才会修改问题的表示，以便使用相关的算术知识。本研究进行了三个实验，参与者是三年级和四年级的儿童。减法、乘法和除法问题有两个版本，措辞相同但数值不同。第一个版本可以通过情境策略（Si 版本）在头脑中解决，第二个版本可以通过心算策略（MA 版本）解决。结果表明，即使在指导之后，Si 问题也比 MA 问题更容易，而且当儿童被要求通过写一个数字句子来报告他们的策略时，直接模拟情境的方程主要用于 Si 问题，但不适用于 MA 问题。情境策略优先框架对于概念性知识和程序性知识之间的关系以及算术知识发展的影响进行了讨论。
