title: Benefits of practicing 4 = 2 + 2: nontraditional problem formats facilitate children's understanding of mathematical equivalence.
abstract: This study examined whether practice with arithmetic problems presented in a nontraditional problem format improves understanding of mathematical equivalence. Children (M age = 8;0; N = 90) were randomly assigned to practice addition in one of three conditions: (a) traditional, in which problems were presented in the traditional "operations on left side" format (e.g., 9 + 8 = 17); (b) nontraditional, in which problems were presented in a nontraditional format (e.g., 17 = 9 + 8); or (c) no extra practice. Children developed a better understanding of mathematical equivalence after receiving nontraditional practice than after receiving traditional practice or no extra practice. Results suggest that minor differences in early input can yield substantial differences in children's understanding of fundamental concepts.
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
authors.forename: Emily R
authors.initials: ER
authors.lastname: Fyfe
authors.forename: Lori A
authors.initials: LA
authors.lastname: Petersen
authors.forename: April E
authors.initials: AE
authors.lastname: Dunwiddie
authors.forename: Heather
authors.initials: H
authors.lastname: Brletic-Shipley
mesh_terms: D002648:Child; D032882:Comprehension; D003210:Concept Formation; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D011214:Practice, Psychological; D011340:Problem Solving