Grade-related differences in strategy use in multidigit division in two instructional settings.

Abstract

We aimed to investigate upper elementary children's strategy use in the domain of multidigit division in two instructional settings: the Netherlands and Flanders (Belgium). A cross‐sectional sample of 119 Dutch and 122 Flemish fourth to sixth graders solved a varied set of multidigit division problems. With latent class analysis, three distinct strategy profiles were identified: children consistently using number‐based strategies, children combining the use of column‐based and number‐based strategies, and children combining the use of digit‐based and number‐based strategies. The relation between children's strategy profiles and their instructional setting (country) and grade were generally in line with instructional differences, but large individual differences remained. Furthermore, Dutch children more frequently made adaptive strategy choices and realistic solutions than their Flemish peers. These results complement and refine previous findings on children's strategy use in relation to mathematics instruction. Statement of contribution What is already known? Mathematics education reform emphasizes variety, adaptivity, and insight in arithmetic strategies.Countries have different instructional trajectories for multidigit division.Mixed results on the impact of instruction on children's strategy use in multidigit division. What does this study add? Latent class analysis identified three meaningful strategy profiles in children from grades 4–6.These strategy profiles substantially differed between children.Dutch and Flemish children's strategy use is related to their instructional trajectory.