title: Limitations to teaching children 2 + 2 = 4: typical arithmetic problems can hinder learning of mathematical equivalence.
abstract: Do typical arithmetic problems hinder learning of mathematical equivalence? Second and third graders (7-9 years old; N= 80) received lessons on mathematical equivalence either with or without typical arithmetic problems (e.g., 15 + 13 = 28 vs. 28 = 28, respectively). Children then solved math equivalence problems (e.g., 3 + 9 + 5 = 6 + _), switched lesson conditions, and solved math equivalence problems again. Correct solutions were less common following instruction with typical arithmetic problems. In a supplemental experiment, fifth graders (10-11 years old; N= 19) gave fewer correct solutions after a brief intervention on mathematical equivalence that included typical arithmetic problems. Results suggest that learning is hindered when lessons activate inappropriate existing knowledge.
authors.affiliation: Department of Psychology, University of Notre Dame, Notre Dame, IN 46556, USA. nmcneil@nd.edu
authors.forename: Nicole M
authors.initials: NM
authors.lastname: McNeil
mesh_terms: D002675:Child, Preschool; D003071:Cognition; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008433:Mathematics; D011340:Problem Solving; D013663:Teaching