Relationship of arithmetic problem solving and reflective-impulsive cognitive styles in third-grade students

Different individuals approach mathematical problems in a variety of ways, with these different approaches also reflected in over-all cognitive styles . This investigation had two purposes, first, to determine whether good and poor arithmetic problem solvers differ substantially in cognitive style, a nd second, to determine whether the students, after training in techniques of solving arithmetic problems. improve their performance with no significa nt change in cognitive style. A total of 98 third graders participated (mea n age 8.1 yr.; 50 boys, 48 girls). The Matching Familiar Figure Test aas us ed to classify the students by cognitive style as either Reflective or Impu lsive. Students also were given training with different problem-solving exe rcises for different arithmetic problems. The training program in problem-s olving strategies did not improve performance on arithmetic problems for Re flective students; however, Impulsive students' performance did improve aft er training.