Strategic development in exact calculation: Group and individual differences in four achievement subtypes

This longitudinal study sought to identify developmental changes <br/>in strategy use between 5 and 7 years of age when solving exact <br/>calculation problems. Four mathematics and reading achievement <br/>subtypes were examined at four time points. Five strategies were <br/>considered: finger counting, verbal counting, delayed retrieval, <br/>automatic retrieval, and derived fact retrieval. Results provided <br/>unique insights into children’s strategic development in exact calculation <br/>at this early stage. Group analysis revealed relationships <br/>between mathematical and/or reading difficulties and strategy <br/>choice, shift, and adaptiveness. Use of derived fact retrieval by <br/>7 years of age distinguished children with mathematical difficulties <br/>from other achievement subtypes. Analysis of individual differences <br/>revealed marked heterogeneity within all subtypes, <br/>suggesting (inter alia) no marked qualitative distinction between <br/>our two mathematical difficulty subtypes.