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Research papers

Efficient and flexible strategy use on multi-digit sums: a choice/no-choice study

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Pages 129-140 | Published online: 14 Jun 2013

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Ömer Şahin & Dönsel Danaci. (2022) Investigating the effect of history-of-mathematics activities on middle-grade students’ mental computation and opinions: an action research. International Journal of Mathematical Education in Science and Technology 53:9, pages 2281-2318.
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Ramazan Gürbüz & Emrullah Erdem. (2016) Relationship between mental computation and mathematical reasoning. Cogent Education 3:1.
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Jasinta D. M. Dewi, Caroline Castel, Dirk Kerzel, Andrès Posada & Catherine Thevenot. (2015) Strategies for written additions in adults. Journal of Cognitive Psychology 27:8, pages 979-991.
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Helen C. Reed, Michelle Gemmink, Marije Broens-Paffen, Paul A. Kirschner & Jelle Jolles. (2015) Improving multiplication fact fluency by choosing between competing answers. Research in Mathematics Education 17:1, pages 1-19.
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Articles from other publishers (20)

Ronghuan Jiang, Jon R. Star, Peter Hästö, Lijia Li, Ru-de Liu, Dimitri Tuomela, Nuria Joglar Prieto, Riikka Palkki, Miguel Á. Abánades & Johanna Pejlare. (2022) Which One Is the “Best”: a Cross-national Comparative Study of Students’ Strategy Evaluation in Equation Solving. International Journal of Science and Mathematics Education 21:4, pages 1127-1151.
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Jeannette Garcia Coppersmith & Jon R. Star. (2022) A complicated relationship: Examining the relationship between flexible strategy use and accuracy. Journal of Numerical Cognition 8:3, pages 382-397.
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Steson Lo & Sally Andrews. (2022) The effects of mental abacus expertise on working memory, mental representations and calculation strategies used for two-digit Hindu-Arabic numbers. Journal of Numerical Cognition 8:1, pages 89-122.
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R Novita & T Herman. (2021) Guiding children in learning subtraction by using contextual strategy: as an attempt to develop students’ number sense. Journal of Physics: Conference Series 1882:1, pages 012067.
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Lea Nemeth, Katharina Werker, Julia Arend & Frank Lipowsky. (2021) Fostering the acquisition of subtraction strategies with interleaved practice: An intervention study with German third graders. Learning and Instruction 71, pages 101354.
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Tine Degrande, Lieven Verschaffel & Wim Van Dooren. (2020) To add or to multiply in open problems? Unraveling children’s relational preference using a mixed-method approach. Educational Studies in Mathematics 104:3, pages 405-430.
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Ulrika Ryan & Anna Chronaki. (2020) A joke on precision? Revisiting “precision” in the school mathematics discourse. Educational Studies in Mathematics 104:3, pages 369-384.
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Nicky Roberts. (2019) The standard written algorithm for addition: Whether, when and how to teach it. Pythagoras 40:1.
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Tine Degrande, Lieven Verschaffel & Wim Van Dooren. (2019) To add or to multiply? An investigation of the role of preference in children's solutions of word problems. Learning and Instruction 61, pages 60-71.
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Jean-Paul Fischer, Bruno Vilette, Sophie Joffredo-Lebrun, Mireille Morellato, Céline Le Normand, Calliste Scheibling-Seve & Jean-François Richard. (2019) Should we continue to teach standard written algorithms for the arithmetical operations? The example of subtraction. Educational Studies in Mathematics 101:1, pages 105-121.
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Marian Hickendorff, Joke Torbeyns & Lieven Verschaffel. 2019. International Handbook of Mathematical Learning Difficulties. International Handbook of Mathematical Learning Difficulties 543 560 .
Marian Hickendorff. (2017) Dutch sixth graders’ use of shortcut strategies in solving multidigit arithmetic problems. European Journal of Psychology of Education 33:4, pages 577-594.
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Marian Hickendorff, Joke Torbeyns & Lieven Verschaffel. (2018) Grade-related differences in strategy use in multidigit division in two instructional settings. British Journal of Developmental Psychology 36:2, pages 169-187.
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Le Xu, Ru-De Liu, Jon R. Star, Jia Wang, Ying Liu & Rui Zhen. (2017) Measures of Potential Flexibility and Practical Flexibility in Equation Solving. Frontiers in Psychology 8.
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Joke Torbeyns, Marian Hickendorff & Lieven Verschaffel. (2017) The use of number-based versus digit-based strategies on multi-digit subtraction: 9–12-year-olds' strategy use profiles and task performance. Learning and Individual Differences 58, pages 64-74.
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Emrullah Erdem. (2016) Mental Computation: Evidence from Fifth Graders. International Journal of Science and Mathematics Education 15:6, pages 1157-1174.
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Marijana ZeljićŽ.Ž., Svetlana IlićM.M. & Mila JelićS.S.. (2017) Mental arithmetic: Subtraction strategies. Inovacije u nastavi 30:4, pages 49-61.
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Joke Torbeyns & Lieven Verschaffel. (2015) Mental computation or standard algorithm? Children’s strategy choices on multi-digit subtractions. European Journal of Psychology of Education 31:2, pages 99-116.
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Sarah Linsen, Joke Torbeyns, Lieven Verschaffel, Bert Reynvoet & Bert De Smedt. (2016) The association between symbolic and nonsymbolic numerical magnitude processing and mental versus algorithmic subtraction in adults. Acta Psychologica 165, pages 34-42.
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Sarah Linsen, Lieven Verschaffel, Bert Reynvoet & Bert De Smedt. (2015) The association between numerical magnitude processing and mental versus algorithmic multi-digit subtraction in children. Learning and Instruction 35, pages 42-50.
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