Hickendorff Marian, Torbeyns Joke, Verschaffel Lieven
Education and Child Studies, Leiden University, the Netherlands.
Center for Instructional Psychology and Technology, KU Leuven, Belgium.
Br J Dev Psychol. 2018 Jun;36(2):169-187. doi: 10.1111/bjdp.12223. Epub 2017 Nov 23.
We aimed to investigate upper elementary children's strategy use in the domain of multidigit division in two instructional settings: the Netherlands and Flanders (Belgium). A cross-sectional sample of 119 Dutch and 122 Flemish fourth to sixth graders solved a varied set of multidigit division problems. With latent class analysis, three distinct strategy profiles were identified: children consistently using number-based strategies, children combining the use of column-based and number-based strategies, and children combining the use of digit-based and number-based strategies. The relation between children's strategy profiles and their instructional setting (country) and grade were generally in line with instructional differences, but large individual differences remained. Furthermore, Dutch children more frequently made adaptive strategy choices and realistic solutions than their Flemish peers. These results complement and refine previous findings on children's strategy use in relation to mathematics instruction. Statement of contribution What is already known? Mathematics education reform emphasizes variety, adaptivity, and insight in arithmetic strategies. Countries have different instructional trajectories for multidigit division. Mixed results on the impact of instruction on children's strategy use in multidigit division. What does this study add? Latent class analysis identified three meaningful strategy profiles in children from grades 4-6. These strategy profiles substantially differed between children. Dutch and Flemish children's strategy use is related to their instructional trajectory.
我们旨在研究荷兰和佛兰德（比利时）两种教学环境中高年级小学生在多位数除法领域的策略运用情况。选取了119名荷兰和122名佛兰德四至六年级学生的横断面样本，让他们解决一系列不同的多位数除法问题。通过潜在类别分析，确定了三种不同的策略类型：始终使用基于数字的策略的儿童、结合使用基于竖式和基于数字的策略的儿童，以及结合使用基于数位和基于数字的策略的儿童。儿童的策略类型与他们的教学环境（国家）和年级之间的关系总体上与教学差异一致，但个体差异仍然很大。此外，荷兰儿童比佛兰德同龄人更频繁地做出适应性策略选择和给出实际可行的解决方案。这些结果补充并完善了先前关于儿童在数学教学中策略运用的研究结果。贡献声明 已知的情况是什么？数学教育改革强调算术策略的多样性、适应性和洞察力。各国在多位数除法方面有不同的教学轨迹。关于教学对儿童在多位数除法中策略运用的影响，研究结果不一。本研究增加了什么？潜在类别分析确定了四至六年级儿童的三种有意义的策略类型。这些策略类型在儿童之间存在显著差异。荷兰和佛兰德儿童的策略运用与他们的教学轨迹有关。
