Age- and gender-related differences in Danish students’ use of number-based strategies when solving multidigit addition tasks

Lóa Björk Jóelsdóttir; Pernille Bødtker Sunde; Paul Robert Andrews

Age- and gender-related differences in Danish students’ use of number-based strategies when solving multidigit addition tasks

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

Abstract

-In Denmark, both the national curriculum and school textbooks privilege number-based strategies above standard algorithms for the solution of arithmetical tasks. However, while strategy adaptivity and flexibility are widely accepted as key goals of mathematics education, internationally students
turn to standard algorithms. In this paper, therefore, we investigated the influence of both gender and age on students’ strategies for solving the addition tasks 386 + 214 and 482 + 218; tasks- designed to elicit number-based strategies. The analyses confirmed the international trend, with an increasingly high use of the standard algorithm with grade level. However, where number-based
strategies were used, they were no less accurate than standard algorithms. Importantly, the results also showed that girls used standard algorithms significantly more often than boys, who used number-based strategies significantly more often than girls.

Translated title of the contribution	Forskelle i danske elevers brug af talbaserede strategier til løsning af additionsopgaver, relateret til alder og køn
Original language	English
Title of host publication	Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
Editors	Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi, Eszter Kónya
Number of pages	8
Publisher	European Society for Research in Mathematics Education
Publication date	2023
Pages	433-440
ISBN (Electronic)	978-963-7031-04-5
Publication status	Published - 2023
Event	Congress of the European Society for Research in Mathematics Education (CERME13) - Budapest, Hungary Duration: 10 Jul 2023 → 14 Jul 2023 Conference number: 13

Conference

Conference	Congress of the European Society for Research in Mathematics Education (CERME13)
Number	13
Country/Territory	Hungary
City	Budapest
Period	10/07/23 → 14/07/23

Series	CERME Proceedings Series
Volume	13

Keywords

learning, educational science and teaching

Access to Document

http://erme.site/wp-content/uploads/2024/01/CERME13_proceedings_full.pdf

Tal og regnestrategier: Fleksibilitet og adaptivitet
Jóelsdóttir, L. B. (Principle researcher), Sunde, P. B. (Principle researcher) & Andrews, P. R. (Co-researcher)
01/02/23 → 30/06/26
Project: Research

File

Congress of the European Society for Research in Mathematics Education (CERME13)
Jóelsdóttir, L. B. (Paricipant)
10 Jul 2023 → 14 Jul 2023
Activity: Participating in or organising an event types › Conference

Cite this

Jóelsdóttir, L. B., Sunde, P. B., & Andrews, P. R. (2023). Age- and gender-related differences in Danish students’ use of number-based strategies when solving multidigit addition tasks. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 433-440). European Society for Research in Mathematics Education. http://erme.site/wp-content/uploads/2024/01/CERME13_proceedings_full.pdf

Jóelsdóttir, Lóa Björk ; Sunde, Pernille Bødtker ; Andrews, Paul Robert. / Age- and gender-related differences in Danish students’ use of number-based strategies when solving multidigit addition tasks. Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). editor / Paul Drijvers ; Csaba Csapodi ; Hanna Palmér ; Katalin Gosztonyi ; Eszter Kónya. European Society for Research in Mathematics Education, 2023. pp. 433-440 (CERME Proceedings Series, Vol. 13).

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title = "Age- and gender-related differences in Danish students{\textquoteright} use of number-based strategies when solving multidigit addition tasks",

abstract = "-In Denmark, both the national curriculum and school textbooks privilege number-based strategies above standard algorithms for the solution of arithmetical tasks. However, while strategy adaptivity and flexibility are widely accepted as key goals of mathematics education, internationally students turn to standard algorithms. In this paper, therefore, we investigated the influence of both gender and age on students{\textquoteright} strategies for solving the addition tasks 386 + 214 and 482 + 218; tasks- designed to elicit number-based strategies. The analyses confirmed the international trend, with an increasingly high use of the standard algorithm with grade level. However, where number-based strategies were used, they were no less accurate than standard algorithms. Importantly, the results also showed that girls used standard algorithms significantly more often than boys, who used number-based strategies significantly more often than girls.",

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author = "J{\'o}elsd{\'o}ttir, \{L{\'o}a Bj{\"o}rk\} and Sunde, \{Pernille B{\o}dtker\} and Andrews, \{Paul Robert\}",

year = "2023",

language = "English",

series = "CERME Proceedings Series",

publisher = "European Society for Research in Mathematics Education",

pages = "433--440",

editor = "Paul Drijvers and Csaba Csapodi and Hanna Palm{\'e}r and Katalin Gosztonyi and Eszter K{\'o}nya",

booktitle = "Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)",

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note = "Congress of the European Society for Research in Mathematics Education (CERME13) ; Conference date: 10-07-2023 Through 14-07-2023",

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Jóelsdóttir, LB , Sunde, PB & Andrews, PR 2023, Age- and gender-related differences in Danish students’ use of number-based strategies when solving multidigit addition tasks. in P Drijvers, C Csapodi, H Palmér, K Gosztonyi & E Kónya (eds), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education, CERME Proceedings Series, vol. 13, pp. 433-440, Congress of the European Society for Research in Mathematics Education (CERME13), Budapest, Hungary, 10/07/23. <http://erme.site/wp-content/uploads/2024/01/CERME13_proceedings_full.pdf>

Age- and gender-related differences in Danish students’ use of number-based strategies when solving multidigit addition tasks. / Jóelsdóttir, Lóa Björk ; Sunde, Pernille Bødtker ; Andrews, Paul Robert.
Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). ed. / Paul Drijvers; Csaba Csapodi; Hanna Palmér; Katalin Gosztonyi; Eszter Kónya. European Society for Research in Mathematics Education, 2023. p. 433-440 (CERME Proceedings Series, Vol. 13).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

TY - GEN

T1 - Age- and gender-related differences in Danish students’ use of number-based strategies when solving multidigit addition tasks

AU - Jóelsdóttir, Lóa Björk

AU - Sunde, Pernille Bødtker

AU - Andrews, Paul Robert

N1 - Conference code: 13

PY - 2023

Y1 - 2023

N2 - -In Denmark, both the national curriculum and school textbooks privilege number-based strategies above standard algorithms for the solution of arithmetical tasks. However, while strategy adaptivity and flexibility are widely accepted as key goals of mathematics education, internationally students turn to standard algorithms. In this paper, therefore, we investigated the influence of both gender and age on students’ strategies for solving the addition tasks 386 + 214 and 482 + 218; tasks- designed to elicit number-based strategies. The analyses confirmed the international trend, with an increasingly high use of the standard algorithm with grade level. However, where number-based strategies were used, they were no less accurate than standard algorithms. Importantly, the results also showed that girls used standard algorithms significantly more often than boys, who used number-based strategies significantly more often than girls.

AB - -In Denmark, both the national curriculum and school textbooks privilege number-based strategies above standard algorithms for the solution of arithmetical tasks. However, while strategy adaptivity and flexibility are widely accepted as key goals of mathematics education, internationally students turn to standard algorithms. In this paper, therefore, we investigated the influence of both gender and age on students’ strategies for solving the addition tasks 386 + 214 and 482 + 218; tasks- designed to elicit number-based strategies. The analyses confirmed the international trend, with an increasingly high use of the standard algorithm with grade level. However, where number-based strategies were used, they were no less accurate than standard algorithms. Importantly, the results also showed that girls used standard algorithms significantly more often than boys, who used number-based strategies significantly more often than girls.

KW - learning, educational science and teaching

KW - køn

KW - matematikdidaktik

KW - regnestrategier

M3 - Conference contribution to proceeding

T3 - CERME Proceedings Series

SP - 433

EP - 440

BT - Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)

A2 - Drijvers, Paul

A2 - Csapodi, Csaba

A2 - Palmér, Hanna

A2 - Gosztonyi, Katalin

A2 - Kónya, Eszter

PB - European Society for Research in Mathematics Education

T2 - Congress of the European Society for Research in Mathematics Education (CERME13)

Y2 - 10 July 2023 through 14 July 2023

ER -

Jóelsdóttir LB , Sunde PB , Andrews PR. Age- and gender-related differences in Danish students’ use of number-based strategies when solving multidigit addition tasks. In Drijvers P, Csapodi C, Palmér H, Gosztonyi K, Kónya E, editors, Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. 2023. p. 433-440. (CERME Proceedings Series, Vol. 13).

Age- and gender-related differences in Danish students’ use of number-based strategies when solving multidigit addition tasks

Abstract

Conference

Keywords

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Projects

Tal og regnestrategier: Fleksibilitet og adaptivitet

Activities

Congress of the European Society for Research in Mathematics Education (CERME13)

Cite this