Priming methods involve showing a stimulus for a short amount of time (the prime), followed by a second stimulus (the target), which children are asked to perform some operation on. If there is a strong association between the prime and target for a particular child, then the operation on the target will be facilitated by the presence of the prime. This paper describes a project in which priming methods are used to add to our understanding of strategy development for simple addition problems. Children were asked to complete two activities; a priming trial designed to demonstrate priming effects for doubling, and a set of addition problems where participants were asked to explain how they arrived at their answers. Approximately half of the participants used counting strategies (count-on from first, count-on from smallest), while half used non-counting strategies (decomposition, tie or retrieval). Results indicate that a priming effect for doubling relationships but only for the group of children using non-counting strategies. This result could help to explain the relationship between the development of number knowledge and the development of new strategies.
|Translated title of the contribution||The relationship between number knowledge and strategy use: what we can learn from the priming paradigm|
|Title of host publication||British Society for Research into Learning Mathematics, Loughborough University|
|Pages||61 - 66|
|Number of pages||6|
|Publication status||Published - Nov 2009|
Bibliographical noteConference Proceedings/Title of Journal: Proceedings of the British Society for Research into Learning Mathematics
Conference Organiser: BSRLM