Cognitive flexibility and reasoning patterns in American and German elementary students when sorting addition and subtraction problems
Résumé
This study focuses on sorting and reasoning patterns in second and fourth grade elementary students. Based on a theoretical interpretation of flexibility in mental calculation we argue that sorting and reasoning for addition and subtraction problems provide information about students' cognitive flexibility. For the study reported here, a problem-oriented, guideline-based interview incorporating 12 two-digit addition and subtraction problems was conducted with American and German students. Following the theoretical background and design , this article gives an overview of results concerning reasoning patterns.
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