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Cited by 82Cognitive and developmental aspects of mathematical skillsMathematics Education and PedagogyMathematics Education and Teaching Techniques

The DOI matches its Crossref record; 56 of the 58 references it cites were found in a registry or an index.

Factors affecting the process of proficient mental addition and subtraction: case studies of flexible and inflexible computers

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Heirdsfield, Ann M., Cooper, Tom J.·2004·The Journal of Mathematical Behavior
DOI 10.1016/j.jmathb.2004.09.005
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Abstract

The relationship between mental computation and number sense is complex: mental computation can facilitate number sense when students are encouraged to be flexible, but flexibility and number sense is neither sufficient nor necessary for accuracy in mental computation. It is possible for familiarity with a strategy to compensate for a lack of number sense and inefficient processes. This study reports on six case studies exploring Year 3 students’ procedures for and understanding of mental addition and subtraction, and understanding of number sense and other cognitive, metacognitive, and affective factors associated with mental computation. The case studies indicate that the mental computation process is composed of four stages in which cognitive, metacognitive and affective factors operate differently for flexible and inflexible computers. The authors propose a model in which the differences between computer types are seen in terms of the application of different knowledges in number facts, numeration, effect of operation on number, and beliefs and metacognition on strategy choice and strategy implementation.

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Research works printed but not linked: 3

  1. Heirdsfield, A. M., & Cooper. T. J. (1997). The architecture of mental addition and subtraction. Paper presented at the annual conference of the Australian Association of Research in Education, Brisbane, Australia. Retrieved on September 23, 2003 from http://www.aare.edu.au/97pap/heira395.htm
  2. Maier, 1977, Folk math, Instructor, 86, 84
  3. Sierink, 1991, Children's understanding of place value, Australian Journal of Early Childhood, 16, 33

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Metadata

Authors
Heirdsfield, A. M., & Cooper, T. J.
Affiliations
Queensland University of Technology (AU)
Corresponding author
Heirdsfield, Ann M.
ORCID
Heirdsfield, Ann M.
Venue
The Journal of Mathematical Behavior
Publisher
Elsevier BV
Published
2004-01
Volume
23
Issue
4
Pages
443-463
ISSN
0732-3123 (ISSN-L)
DOI
10.1016/j.jmathb.2004.09.005
OpenAlex
W2156159029
Cited by
78
References
58
Citations by year
2026: 1 · 2025: 2 · 2024: 2 · 2023: 3 · 2022: 6 · 2021: 3 · 2020: 4 · 2019: 7 · 2018: 5 · 2017: 5 · 2016: 9 · 2015: 5 · 2014: 4 · 2013: 2 · 2012: 2
FWCI
1.69
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • The Journal of Mathematical Behavior (publishedVersion)
  • QUT ePrints (Queensland University of Technology) (submittedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
  • Social Sciences › Education › Mathematics Education and Pedagogy
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
Keywords
mental arithmetic, mental addition, number sense, strategy selection, metacognition, emotional factors, number facts, numeration, strategy implementation

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