Exploratory analyses of multidigit multiplication difficulty suggest children rely on the base 10 structure of the number system.¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Exploratory analyses on the difficulty of multidigit multiplication problems suggest that children rely on the base 10 structure of the number system. → 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

q2 · i? · associational · r?

The article's exploratory analyses of multidigit problem difficulty suggest that "children rely on the base 10 structure of our number system." The authors present this as exploratory and suggestive rather than a confirmed test; no effect size is printed.

"Finally, exploratory analyses on the difficulty of multidigit problems suggest that children rely on the base 10 structure of our number system."

Discussion¶

Related Claims¶

• Primary school children's multiplication ability falls into three groups: single digit problem solvers, multidigit problem solvers, and high performers. — related
• Both a predominantly computational-strategy task and a retrieval-expected task show most support for the computational efficiency model of multiplication difficulty. — related
• Previously identified effects in single digit multiplication, including the problem size effect and the tie effect, replicate in an integrated item-difficulty analysis. — related