A microgenetic study of simple division.
How simple division strategies develop over a short period of time was examined with a microgenetic study. Grade 5 students (mean age = 10 years, 3 months) solved simple division problems in 8 weekly sessions. Performance improved with faster and more accurate responses across the study. Consistent with R. S. Siegler's (1996) overlapping waves model, strategies varied in their use. Direct retrieval increased, retrieval of multiplication facts remained steady, and addition facts, derived facts, and special tricks marginally decreased. Consistent with previous research, multiplication fact retrieval was the most common strategy, although it was slower and more error prone than direct retrieval. Strategy variability within and across individuals was striking across all of the sessions and underscores Siegler's (1996) assertion that development is in a constant transitional state.
Robinson
Katherine M
KM
Department of Psychology, Campion College, University of Regina, Regina, Saskatchewan, Canada. katherine.robinson@uregina.ca
Dubé
Adam K
AK
D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D011340:Problem Solving