Child Proportional Scaling: Is 1/3 = 2/6 = 3/9 = 4/12?

Autor/inn/en	Boyer, Ty W.; Levine, Susan C.
Titel	Child Proportional Scaling: Is 1/3 = 2/6 = 3/9 = 4/12?
Quelle	In: Journal of Experimental Child Psychology, 111 (2012) 3, S.516-533 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2011.11.001
Schlagwörter	Scaling; Measures (Individuals); Mathematical Concepts; Task Analysis; Experimental Psychology; Scaffolding (Teaching Technique); Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Error Patterns; Children + Suchen Sie Ihr Suchwort? Scale construction; Skalenkonstruktion; Messdaten; Aufgabenanalyse; Experimentelle Psychologie; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Fehlertyp; Child; Kind; Kinder
Abstract	The current experiments examined the role of scale factor in children's proportional reasoning. Experiment 1 used a choice task and Experiment 2 used a production task to examine the abilities of kindergartners through fourth-graders to match equivalent, visually depicted proportional relations. The findings of both experiments show that accuracy decreased as the scaling magnitude between the equivalent proportions increased. In addition, children's errors showed that the cost of scaling proportional relations is symmetrical for problems that involve scaling up and scaling down. These findings indicate that scaling has a cognitive cost that results in decreasing performance with increasing scaling magnitude. These scale factor effects are consistent with children's use of intuitive strategies to solve proportional reasoning problems that may be important in scaffolding more formal mathematical understanding of proportional relations. (Contains 5 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10