Development of Mathematical Knowledge in Young Children: Attentional Skill and the Use of Inversion |
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| Authors: | Rebecca P. D. Watchorn Lisa Fast Jo-Anne LeFevre Sheri-Lynn Skwarchuk Brenda L. Smith-Chant |
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| Affiliation: | 1. University of Alberta , Canada;2. Carleton University , Canada;3. University of Winnipeg , Canada;4. Trent University , Canada |
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| Abstract: | The principle of inversion, that a + b ? b must equal a, is a fundamental property of arithmetic, but many children fail to apply it in symbolic contexts through 10 years of age. We explore three hypotheses relating to the use of inversion that stem from a model proposed by Siegler and Araya (2005 Siegler , R. S. , &; Araya , R. ( 2005 ). A computational model of conscious and unconscious strategy discovery . In R. V. Kail (Ed.), Advances in child development and behavior (pp. 1 – 42 ). New York , NY : Elsevier .[Crossref] , [Google Scholar]). Hypothesis 1 is that greater calculational skill is related to greater use of inversion. Hypothesis 2 is that greater attentional skill is related to greater use of inversion. Hypothesis 3 is that the relation between attentional skill and the use of inversion is particularly strong among children with high skill in calculation. We found suggestive evidence for Hypothesis 2 and clear evidence for Hypothesis 3, indicating that for children who are strong at calculation, attentional flexibility is related to use of inversion. |
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