This cognitive variability is a spontaneous feature of children's thinking.
Efforts to change it do not usually meet with much success.
For example, in one study, first-to-third-grade teachers were interviewed regarding their beliefs about their students' arithmetic strategies and their evaluation of whether the students' use of multiple strategies was a good thing (Siegler, 1984).
All of the teachers recognized that the children used multiple strategies, though most viewed this as a bad thing.
One teacher said that she was constantly discouraging students from using strategies such as counting on their fingers.
When asked how often she had done this with the pupil in her class who did i t the most often, she asked, "How many days have there been in the school year so far?" This teacher and others recognized that even when they explicitly told students not to use their fingers, they did anyway, even if they had to do it by putting their fingers in their lap, under their leg, or behind their back.
This cognitive variability is a spontaneous feature of children's thinking. Efforts to change it do not usually meet with much success. For example, in one study, first-to-third-grade teachers were interviewed regarding their beliefs about their students' arithmetic strategies and their evaluation of whether the students' use of multiple strategies was a good thing (Siegler, 1984). All of the teachers recognized that the children used multiple strategies, though most viewed this as a bad thing. One teacher said that she was constantly discouraging students from using strategies such as counting on their fingers. When asked how often she had done this with the pupil in her class who did i t the most often, she asked, "How many days have there been in the school year so far?" This teacher and others recognized that even when they explicitly told students not to use their fingers, they did anyway, even if they had to do it by putting their fingers in their lap, under their leg, or behind their back.
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