Training on the deep structure of problems increases 4th and 5th graders' use of the shorter 1-step algorithm on unordered-entity problems¶
Claim · All claims
Evidence · 1 study · theoreticalr3·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Children solved problems differently depending on the world semantics evoked (ordered ages versus unordered objects), and only the trained group increased use of the 1-step algorithm on unordered-entity problems. → Hippolyte Gros 2020
Evidence¶
Hippolyte Gros 2020¶
Hippolyte Gros, Jean-Pierre Thibaut, Emmanuel Sander. (2020). Semantic Congruence in Arithmetic: A New Conceptual Model for Word Problem Solving. Educational Psychologist. https://doi.org/10.1080/00461520.2019.1691004
q2 · i? · theoretical · r3
The article reports, citing Gamo et al. (2010), a classroom experiment with 4th and 5th graders in which one group received two 60-minute training sessions comparing strategies and studying the deep structure between pre-test and post-test. The article reports a significant result with no effect size printed.
"teaching the children to use both strategies by focusing on the mathematical relations between the entities described and by studying the deep structure of the problems yielded significant result in increasing their ability to use the shorter 1-step algorithm on problems with unordered elements."
Discussion¶
Related Claims¶
- A superordinate structuring term such as “bouquet” increases use of the factorization algorithm in isomorphic multiplication problems — related
- Transfer of a permutation algorithm succeeds for objects-assigned-to-people problems but fails for people-assigned-to-objects problems — related
- Larger numerical values shift adults' solving strategy from the grouping algorithm to the more economical sequential algorithm
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
deep-structure-training-increases-one-step-algorithm-use |
title |
Training on the deep structure of problems increases 4th and 5th graders' use of the shorter 1-step algorithm on unordered-entity problems |
description |
Training on the deep structure of problems increases 4th and 5th graders' use of the shorter 1-step algorithm on unordered-entity problems |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hippolyte-gros-2020 |
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