Cognitive Strategies in Mathematics, Part II: teaching a more advanced addition strategy to an eight‐year‐old girl with learning difficulties

Abstract

This article focuses on computational problems in simple addition and on interventions aimed at ameliorating such problems. TM, an eight‐years‐and‐two‐months‐old girl with mathematical difficulties was taught a more advanced addition strategy through multicompo‐nent self‐regulation training utilizing the self‐instructional paradigm. The subject's shift to the new addition strategy on both stimulus problems and generalization problems after training was accompanied by more rapid problem solving and fewer errors. Both the completion time and the error rate continued to improve during a four‐weeks follow‐up period. During the follow‐up period, the subject spontaneously started to use even more advanced addition strategies than the one she had learned during the intervention.