Conceptual knowledge of the associativity principle: a review of the literature and an agenda for future research

Joanne Eaves, Camilla Gilmore, Nina Attridge

Research output: Contribution to journalLiterature reviewpeer-review

Abstract

Individuals use diverse strategies to solve mathematical problems, which can reflect their knowledge of arithmetic principles and predict mathematical expertise. For example, ‘6 + 38 − 35’ can be solved via ‘38 − 35 = 3’ and then ‘3 + 6 = 9’, which is a shortcut-strategy derived from the associativity principle. The shortcut may be critical for understanding algebra, however approximately 50% of adults fail to use it. We review the research to consider why the associativity principle is challenging and highlight an important distinction between shortcut identification and execution. We also discuss how domain-specific skills and domain-general skills might play an important role in shortcut identification and execution, and provide an agenda for future research.
Original languageEnglish
Article number100152
Pages (from-to)1-10
Number of pages10
JournalTrends in Neuroscience and Education
Volume23
Early online date27 Feb 2021
DOIs
Publication statusPublished - 1 Jun 2021

Keywords

  • domain-specific
  • strategy
  • associativity
  • domain-general
  • arithmetic
  • conceptual

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