Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge

Autor/inn/en	McMullen, Jake; Hannula-Sormunen, Minna M.; Lehtinen, Erno
Titel	Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge
Quelle	In: Cognition and Instruction, 32 (2014) 2, S.198-218 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2014.887085
Schlagwörter	Preschool Children; Individual Differences; Arithmetic; Case Studies; Elementary School Students; Task Analysis; Longitudinal Studies; Prediction; Mathematics Skills; Role; Foreign Countries; Difficulty Level; Finland + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Individueller Unterschied; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Case study; Fallstudie; Case Study; Aufgabenanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rollen; Ausland; Schwierigkeitsgrad; Finnland
Abstract	While preschool-aged children display some skills with quantitative relations, later learning of related fraction concepts is difficult for many students. We present two studies that investigate young children's tendency of Spontaneous Focusing On quantitative Relations (SFOR), which may help explain individual differences in the development of fraction knowledge. In the first study, a cross-sectional sample of 84 kindergarteners to third graders completed tasks measuring their spontaneous recognition and use of quantitative relations and then completed the tasks again with explicit guidance to focus on quantitative relations. Findings suggest that SFOR is a measure of the spontaneous focusing of attention on quantitative relations and the use of these relations in reasoning. In the second (longitudinal) study, 25 first graders completed measures of SFOR tendency and a measure of fraction knowledge three years later. SFOR tendency was found to predict fraction knowledge, suggesting that it plays a role in the development of fraction knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10