First Graders’ Arithmetic Strategy Choices: A Quantitative Analysis of Predictors and Implementation of a New Behavior Analytic Intervention

Ally Patterson

Advisor: Robert Pasnak, PhD, Department of Psychology

Committee Members: Timothy Curby, Ellen, Rowe, Robin Moyher

David J. King Hall, #1024
November 05, 2018, 10:00 AM to 12:00 PM

Abstract:

Males’ and females’ aptitude for or interest in mathematics, as evidenced by standardized test scores and STEM-related career choices, often diverges throughout the course of development. Although reliable gender differences in objective mathematics achievement do not become apparent until adolescence, gender differences in arithmetic strategy choices (ASCs) are evident in elementary school. By first grade, girls prefer to perform arithmetic using “overt” counting strategies, while males prefer to use “covert” retrieval or mental calculation to solve arithmetic problems. Previous research on ASCs suggests that use of covert strategies, and particularly decomposition strategies, are associated with accuracy in complex arithmetic and positive attitudes toward mathematics.  The current research addresses prediction of and intervention in ASCs at the start of elementary school.  Study 1 statistically identifies child characteristics that may be useful in predicting strategy usage both within and between genders. Executive function skills and risk tolerance predicted covert strategy use, while mathematics anxiety mediated the relationship between gender and covert strategy use.  Additionally, covert strategy use was associated with accuracy on complex, but not simple, arithmetic problems for both boys and girls.  Study 2 introduces an intervention based in applied behavior analysis that can be used to teach component and target skills in complex arithmetic decomposition.  This intervention was successfully provided to first-grade girls who may be at-risk for poor performance in and attitudes toward mathematics.  The girls learned to use a decomposition strategy in order to accurately and efficiently solve complex addition problems.  Findings have implications for early intervention efforts to diversify the scientific community, particularly by promoting females’ early success and interest in mathematics-and science-related fields.