Project RESI

Arithmetic Strategies in Primary-School Children

The project RESI investigates the relationship between individual cognitive variables and arithmetic strategies in primary-school children.

A goal of school is the promotion of mathematics, reading, and writing while accounting for cognitive learning conditions of pupils. Strategies to improve performance can be used in mathematics as well as in reading and writing. Studies have already shown that individual learning conditions influence strategy usage in children.

RESI investigates the influence of individual, cognitive variables (working memory functions, intelligence etc.) on arithmetic strategies in different domains of mathematics (e.g. computational estimation). Furthermore, the project seeks to reveal age-related effects. Findings of the study should contribute to the understanding and description of the use of different arithmetic strategies in different cognitive learning conditions. Teachers should be supported to offer adaptive school lessons regarding cognitive variables of children.