Individual differences in strategy use (choice and accuracy) were analyzed. A sample of 362 Grade 6 students solved complex division problems under 2 different conditions. In the choice condition students were allowed to use either a mental or a written strategy. In the subsequent no-choice condition, they were required to use a written strategy.…

This research examined students' responses to mathematics problem-solving tasks and applied a general multidimensional IRT model at the response category level. In doing so, cognitive processes were identified and modelled through item response modelling to extract more information than would be provided using conventional practices in scoring…

Speeded performance on simple mental addition problems of 6- and 7-year-olds with and without mild mental retardation was modeled from a person perspective and an item perspective, both inferred from Siegler's work. Models from item response theory were used to test hypotheses. Found that all children follow same developmental path in acquiring…