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Direct linkBakker, Merel; Torbeyns, Joke; Verschaffel, Lieven; De Smedt, Bert – Journal of Educational Psychology, 2022
Many studies in the past decades have focused on low and typical mathematics achievers, yet little is known about children with high mathematics achievement, particularly at a young age. The current study aimed to fill this gap and started from the early work of Krutetskii (1976) as a theoretical lens to study the characteristics of high…
Descriptors: High Achievement, Elementary School Students, Elementary School Mathematics, Mathematics Achievement
Torbeyns, Joke; Verschaffel, Lieven – European Journal of Psychology of Education, 2016
This study analyzed children's use of mental computation strategies and the standard algorithm on multi-digit subtractions. Fifty-eight Flemish 4th graders of varying mathematical achievement level were individually offered subtractions that either stimulated the use of mental computation strategies or the standard algorithm in one choice and two…
Descriptors: Mental Computation, Mathematical Logic, Subtraction, Grade 4
Torbeyns, Joke; De Smedt, Bert; Ghesquiere, Pol; Verschaffel, Lieven – Educational Studies in Mathematics, 2009
This study aimed at analysing traditionally taught children's acquisition and use of shortcut strategies in the number domain 20-100. One-hundred-ninety-five second, third, and fourth graders of different mathematical achievement levels participated in the study. They were administered two tasks, both consisting of a series of two-digit additions…
Descriptors: Grade 4, Mathematics Skills, Mathematics Achievement, Mathematics Instruction
Torbeyns, Joke; De Smedt, Bert; Stassens, Nick; Ghesquiere, Pol; Verschaffel, Lieven – Mathematical Thinking and Learning: An International Journal, 2009
Subtraction problems of the type a - b = ? can be "flexibly" solved by various strategies, including the indirect addition strategy ("how much do I have to add to b to get at a?"). Little research has been done on the use of the indirect addition strategy with multi-digit numbers. The present literature review entails a summary…
Descriptors: Elementary School Students, Young Adults, Subtraction, Learning Strategies
Torbeyns, Joke; Verschaffel, Lieven; Ghesquiere, Pol – European Journal of Psychology of Education, 2002
In this study we investigated the variability, frequency, efficiency, and adaptiveness of young children's strategy use in the domain of simple addition by means of the choice/no-choice method. Seventy-seven beginning second-graders, divided in 3 groups according to general mathematical ability, solved a series of 25 simple additions in 3…
Descriptors: Young Children, Learning Strategies, Mathematics Instruction, Mathematics Achievement
Torbeyns, Joke; Verschaffel, Lieven; Ghesquiere, Pol – Learning and Instruction, 2004
This study investigated ability-related differences in strategy use and development in the domain of simple arithmetic, in terms of the model of strategic change, using the choice/no-choice method and the chronological-age/ability-level-match design. Twenty-six second-graders with strong mathematical abilities (MA), 25 second-graders with weak MA,…
Descriptors: Arithmetic, Mathematical Aptitude, Learning Strategies, Grade 2
Torbeyns, Joke; Verschaffel, Lieven; Ghesquiere, Pol – Cognition and Instruction, 2005
In this study, we investigated the fluency with which first graders of different mathematical achievement levels applied multiple, school-taught strategies for finding arithmetic sums over 10. We characterized children's strategies with the 4 parameters of Lemaire and Siegler's (1995) model of strategy change (strategy repertoire, distribution,…
Descriptors: Grade 1, Mathematics Achievement, Thinking Skills, Teaching Methods
