Vasilyeva Marina, Laski Elida V, Shen Chen
Lynch School of Education, Boston College.
Dev Psychol. 2015 Oct;51(10):1489-500. doi: 10.1037/dev0000045. Epub 2015 Aug 24.
The present study tested the hypothesis that children's fluency with basic number facts and knowledge of computational strategies, derived from early arithmetic experience, predicts their performance on complex arithmetic problems. First-grade students from United States and Taiwan (N = 152, mean age: 7.3 years) were presented with problems that differed in difficulty: single-, mixed-, and double-digit addition. Children's strategy use varied as a function of problem difficulty, consistent with Siegler's theory of strategy choice. The use of decomposition strategy interacted with computational fluency in predicting the accuracy of double-digit addition. Further, the frequency of decomposition and computational fluency fully mediated cross-national differences in accuracy on these complex arithmetic problems. The results indicate the importance of both fluency with basic number facts and the decomposition strategy for later arithmetic performance.
儿童对基本数字运算的熟练程度以及从早期算术经验中获得的计算策略知识，能够预测他们在复杂算术问题上的表现。来自美国和台湾的一年级学生（N = 152，平均年龄：7.3岁）被给予了难度不同的问题：个位数加法、混合加法和两位数加法。儿童的策略使用因问题难度而异，这与西格勒的策略选择理论一致。在预测两位数加法的准确性时，分解策略的使用与计算熟练度相互作用。此外，分解的频率和计算熟练度完全中介了这些复杂算术问题在准确性上的跨国差异。结果表明，基本数字运算的熟练度和分解策略对后期算术表现都很重要。
