Sunde, PB, Sunde, P and Sayers, J orcid.org/0000-0002-9652-0187 (2020) Sex differences in mental strategies for single-digit addition in the first years of school. Educational Psychology, 40 (1). pp. 82-102. ISSN 0144-3410
Abstract
Strategy use in single-digit addition is an indicator of young children’s numeracy comprehension. We investigated Danish primary students’ use of strategies in single-digit addition with interview-based assessment of how they solved 36 specific single-digit addition problems, categorised as either ‘error’, ‘counting’, ‘direct retrieval’ or ‘derived facts’. The proportional use of each strategy was analysed as multi-level functions of school age and sex. In a first study (260 interviews, 147 students) we found decreasing use of counting and increasing use of direct retrieval and derived facts through years 1–4, girls using counting substantially more and the other two strategies substantially less than boys, equal to more than 2 years’ development. Similar results appeared in a subsequent study (155 interviews, 83 students), suggesting that the pattern is pervasive in Danish primary schools. Finally, we ask whether sex differences in strategy use is generally under-reported since many studies do not explicitly address them.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2019 Informa UK Limited, trading as Taylor & Francis Group. This is an author produced version of a paper published in Educational Psychology. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Sex differences; single-digit addition; strategies; years 1–4; mathematics |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 23 May 2019 10:29 |
Last Modified: | 10 Dec 2020 01:38 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/01443410.2019.1622652 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:146479 |