Both a predominantly computational-strategy task and a retrieval-expected task show most support for the computational efficiency model of multiplication difficulty.¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In both a task where children used predominantly computational strategies and a task where they were expected to rely mostly on retrieval, the data showed most support for the computational efficiency model. → S.H.G. van der Ven 2015

Evidence¶

S.H.G. van der Ven 2015¶

S.H.G. van der Ven, M. Straatemeier, B.R.J. Jansen, S. Klinkenberg, H.L.J. van der Maas. (2015). Learning multiplication: An integrated analysis of the multiplication ability of primary school children and the difficulty of single digit and multidigit multiplication problems. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2015.08.013

q3 · i? · associational · r2

The study contrasted data from two tasks, "one in which children used predominantly computational strategies, and one in which they are expected to rely mostly on retrieval." In both tasks the authors found most support for the computational efficiency model; no effect sizes are printed.

"Data from two tasks were contrasted: one in which children used predominantly computational strategies, and one in which they are expected to rely mostly on retrieval. In both tasks we found most support for the computational efficiency model."

Discussion¶

Learner Variables¶

• Operations and Place Value — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Retrieval is faster and procedural execution more efficient on addition than on multiplication problems, and these operation effects persist across the primary school years — related
• Exploratory analyses of multidigit multiplication difficulty suggest children rely on the base 10 structure of the number system. — related
• Primary school children's multiplication ability falls into three groups: single digit problem solvers, multidigit problem solvers, and high performers. — related
• As predicted by the adaptive strategy choice model, children's retrieval frequency correlates with retrieval efficiency but not with procedural efficiency — related
• The adult-like retrieval bias for multiplication over addition on strategy selection is significant only in fourth grade, with retrieval used as frequently for both operations in second and sixth grade — related