{"pk":27181,"title":"Solving additive word problems: Intuitive strategies make the difference","subtitle":null,"abstract":"Young children use informal strategies to solve arithmetic\nword problems. The Situation Strategy First (SSF) framework\nclaims that these strategies prevail even after instruction. The\npresent study was conducted with second grade students in\norder to investigate the persistence of intuitive, situation-\nbased strategies, on word problems that do not involve\ndynamic temporal changes. This is challenging for the SSF\nframework, since the lack of this dimension might bypass\nintuitive strategies. The results revealed that intuitive\nstrategies persist, are valid for these types of problems, and\nimpact the problems' difficulty. Indeed problems that require\nthe application of arithmetic principles remain hard, even\nthough they have been practiced at school. These findings\nprovide complementary evidence to how mental calculation\nstrategies articulate with arithmetic word problem solving and\ncall for the extension of the SSF framework.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"arithmetic word problems; problem solving;\ninformal strategies; solution strategies; education."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/782376zn","frozenauthors":[{"first_name":"Katarina","middle_name":"","last_name":"Gvozdic","name_suffix":"","institution":"University Paris","department":""},{"first_name":"Emmanuel","middle_name":"","last_name":"Sander","name_suffix":"","institution":"University Paris","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27181/galley/16817/download/"}]}