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Individual differences in strategy use on division problems: Mental versus written computation.

https://doi.org/10.1037/a0018177
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Latent Structure Analysis
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Gender Differences in Arithmetic Strategy Use: A Function of Skill and Preference
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Gender Differences in Advanced Mathematical Problem Solving
inferredcites →https://doi.org/10.1007/978-1-4757-3990-9_2openalex-snapshot
Descriptive and explanatory item response models
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Mathematics as an Educational Task
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Integrated column arithmetic according to progressive schematisation
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Elementary School Students’ Mental Computation Proficiencies
inferredcites →https://doi.org/10.1007/s11336-008-9074-zopenalex-snapshot
Solution Strategies and Achievement in Dutch Complex Arithmetic: Latent Variable Modeling of Change
inferredcites →https://doi.org/10.1016/j.jecp.2005.09.002openalex-snapshot
Stability and change in children’s division strategies
inferredcites →https://doi.org/10.1016/j.learninstruc.2006.11.005openalex-snapshot
Gender-related effects of contemporary math instruction for low performers on problem-solving behavior
inferredcites →https://doi.org/10.1016/j.learninstruc.2007.12.002openalex-snapshot
Efficiency and flexibility of indirect addition in the domain of multi-digit subtraction
inferredcites →https://doi.org/10.1016/s0022-0965(02)00107-8openalex-snapshot
Children's strategies in computational estimation
inferredcites →https://doi.org/10.1016/s0959-4752(96)00012-6openalex-snapshot
Mental arithmetic and strategy use with indirect number problems up to one hundred
inferredcites →https://doi.org/10.1017/cbo9780511499531.004openalex-snapshot
Latent Class Cluster Analysis
inferredcites →https://doi.org/10.1023/a:1003852815160openalex-snapshot
Early learning and awareness of division: A phenomenographic approach
inferredcites →https://doi.org/10.1023/a:1016273328213openalex-snapshot
From Informal Strategies to Structured Procedures: mind the gap!
inferredcites →https://doi.org/10.1023/a:1022416021640openalex-snapshot
Mental Calculation Methods Used By 11-Year-Olds in Different Attainment Bands: a reanalysis of data from the 1987 APU survey in the UK
inferredcites →https://doi.org/10.1037//0022-0663.93.1.211openalex-snapshot
The validity of verbal reports in children's subtraction.
inferredcites →https://doi.org/10.1037//0022-0663.93.3.627openalex-snapshot
Students' flexibility in solving two-digit addition and subtraction problems: Instruction effects.
inferredcites →https://doi.org/10.1037//0096-3445.124.1.83openalex-snapshot
Four aspects of strategic change: Contributions to children's learning of multiplication.
inferredcites →https://doi.org/10.1037/0022-0663.89.2.318openalex-snapshot
Gender differences in first-grade mathematics strategy use: Social and metacognitive influences.
inferredcites →https://doi.org/10.1037/0022-0663.92.2.308openalex-snapshot
Motivational and gender differences: Sixth-grade students' mathematical problem-solving behavior.
inferredcites →https://doi.org/10.1037/0096-3445.117.3.258openalex-snapshot
Strategy choice procedures and the development of multiplication skill.
inferredcites →https://doi.org/10.1037/0096-3445.126.1.71openalex-snapshot
Older and younger adults' strategy choices in multiplication: Testing predictions of ASCM using the choice/no-choice method.
inferredcites →https://doi.org/10.1037/1082-989x.8.2.185openalex-snapshot
A nonlinear mixed model framework for item response theory.
inferredcites →https://doi.org/10.1080/00401706.1991.10484817openalex-snapshot
Categorical Data Analysis
inferredcites →https://doi.org/10.1080/0141192980240103openalex-snapshot
The Use of Mental, Written and Calculator Strategies of Numerical Computation by Upper Primary Pupils within a ‘Calculator‐aware’ Number Curriculum
inferredcites →https://doi.org/10.1080/09541440244000292openalex-snapshot
Analysing the adaptiveness of strategy choices using the choice/no-choice method: The case of numerosity judgement
inferredcites →https://doi.org/10.1086/461383openalex-snapshot
Mental Computation and Estimation: Past, Present, and Future
inferredcites →https://doi.org/10.1093/biomet/61.2.215openalex-snapshot
Exploratory Latent Structure Analysis Using Both Identifiable and Unidentifiable Models
inferredcites →https://doi.org/10.1111/1467-8624.00594openalex-snapshot
Developmental Change and Individual Differences in Children's Multiplication
inferredcites →https://doi.org/10.1111/j.1467-8624.1988.tb03238.xopenalex-snapshot
Individual Differences in Strategy Choices: Good Students, Not-So-Good Students, and Perfectionists
inferredcites →https://doi.org/10.1177/001316446002000104openalex-snapshot
A Coefficient of Agreement for Nominal Scales
inferredcites →https://doi.org/10.1177/00222194040370020301openalex-snapshot
Strategy Development in Childrenwith Mathematical Disabilities
inferredcites →https://doi.org/10.1207/s1532690xci2404_2openalex-snapshot
The Development of Children's Adaptive Expertise in the Number Domain 20 to 100
inferredcites →https://doi.org/10.1348/000709905x39125openalex-snapshot
Individual differences in children's understanding of inversion and arithmetical skill
inferredcites →https://doi.org/10.2307/2092222openalex-snapshot
Latent Structure Analysis.
inferredcites →https://doi.org/10.2307/30034920openalex-snapshot
Progressive Mathematization of Long Division Strategies in Dutch Primary Schools
inferredcites →https://doi.org/10.2307/3151491openalex-snapshot
Protocol Analysis: Verbal Reports as Data
inferredcites →https://doi.org/10.2307/749464openalex-snapshot
Mental Strategies and Materials or Models for Addition and Subtraction up to 100 in Dutch Second Grades
inferredcites →https://doi.org/10.2307/749759openalex-snapshot
Children's Conceptual Structures for Multidigit Numbers and Methods of Multidigit Addition and Subtraction
inferredcites →https://doi.org/10.3758/bf03193399openalex-snapshot
Group differences in adult simple arithmetic: Good retrievers, not-so-good retrievers, and perfectionists
inferredcites →https://doi.org/10.3758/bf03202637openalex-snapshot
The validity of verbal protocols
inferredcites →https://doi.org/10.4324/9781315785271openalex-snapshot
Developing Cognitive Competence
inferredcites →https://doi.org/10.4324/9781410607218openalex-snapshot
The Development of Arithmetic Concepts and Skills
inferredcites →https://doi.org/10.5951/jresematheduc.28.3.0309openalex-snapshot
Young Children's Intuitive Models of Multiplication and Division

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Profiles of Flexibility with Fraction Arithmetic and Their Connection to Algebra Readiness
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Multi-digit Addition, Subtraction, Multiplication, and Division Strategies
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Strategy variability in computational estimation and its association with mathematical achievement
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Mental computation or standard algorithm? Children’s strategy choices on multi-digit subtractions
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Dutch sixth graders’ use of shortcut strategies in solving multidigit arithmetic problems
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Task beliefs and the voluntary use of the empty number line in third-grade subtraction and addition
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Children’s Arithmetic Strategy Use and Strategy Change from Grade 3 to Grade 4
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How to Measure and Explain Achievement Change in Large-Scale Assessments: A Rejoinder
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Strategy diversity in early mathematics classrooms
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Explanatory item response modeling of children's change on a dynamic test of analogical reasoning
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Fourth-grade students’ sensemaking during multi-step problem solving
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Adaptability in strategy use for fraction comparison among primary school children: The influence of problem characteristics and cognitive demand
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Solution strategies and adaptivity in multidigit division in a choice/no-choice experiment: Student and instructional factors
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Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge
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Fourth graders’ adaptive strategy use in solving multidigit subtraction problems
inferred← citeshttps://doi.org/10.1016/j.lindif.2012.08.001openalex-snapshot
Spatial skills as a predictor of first grade girls' use of higher level arithmetic strategies
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The use of number-based versus digit-based strategies on multi-digit subtraction: 9–12-year-olds' strategy use profiles and task performance
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Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis
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The Effects of Presenting Multidigit Mathematics Problems in a Realistic Context on Sixth Graders' Problem Solving
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Early Developmental Trajectories Toward Concepts of Rational Numbers
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Multilevel Latent Class Analysis for Large-Scale Educational Assessment Data: Exploring the Relation Between the Curriculum and Students’ Mathematical Strategies
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Bias-Adjusted Three-Step Multilevel Latent Class Modeling with Covariates
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On the Math Kangaroo Finland: Homogeneous subgroups, misconceptions and answering choices
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Grade‐related differences in strategy use in multidigit division in two instructional settings
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Parameterizing Individual Differences in Fraction and Decimal Arithmetic
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Testing a Theoretical Assumption of a Learning-Trajectories Approach in Teaching Length Measurement to Kindergartners
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Estrategias de aprendizaje en estudiantes universitarios. diferencias por género, curso y tipo de titulación
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Factores cognitivos relacionados con la capacidad de cálculo de división en estudiantes de 4º año de educación primaria en Argentina
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Peers Influence Mathematics Strategy Use in Early Elementary School
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Full Issue February 2016
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Strength in Numbers: How Computational Estimation Impacts Mathematics Achievement of High School Students With and Without Disabilities
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On the interrelation of multiplication and division in secondary school children
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Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems
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Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems
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Diagnostic Mathematics Assessment in the Third Grade
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Why is It so Hard to Solve Long Divisions for 10-Year-Old Children?
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The Effect of Single Versus Repeated Previous Strategy Use on Individuals' Subsequent Strategy Choice
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