Literaturnachweis - Detailanzeige
Autor/inn/en | Degrande, Tine; Verschaffel, Lieven; Van Dooren, Wim |
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Titel | Spontaneous Focusing on Quantitative Relations: Towards a Characterization |
Quelle | In: Mathematical Thinking and Learning: An International Journal, 19 (2017) 4, S.260-275 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1098-6065 |
DOI | 10.1080/10986065.2017.1365223 |
Schlagwörter | Foreign Countries; Grade 2; Grade 4; Grade 6; Elementary School Students; Elementary School Mathematics; Mathematics Instruction; Individual Differences; Multiplication; Comparative Analysis; Addition; Statistical Analysis; Numbers; Mathematical Concepts; Task Analysis; Belgium Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Individueller Unterschied; Multiplikation; Statistische Analyse; Zahlenraum; Aufgabenanalyse; Belgien |
Abstract | In contrast to previous studies on Spontaneous Focusing on Quantitative Relations (SFOR), the present study investigated not only the "extent" to which children focus on (multiplicative) quantitative relations, but also the "nature" of children's quantitative focus (i.e., the types of quantitative relations that children focus on). Therefore, we offered three different SFOR tasks -- a multiplicative, additive, or open SFOR task -- to 315 second, fourth, and sixth graders. Results revealed, first, that most children spontaneously focused on quantitative relations. Some focused on multiplicative relations, and others on additive relations. Second, SFOR, and especially multiplicative SFOR, increased with grade, while the development of additive SFOR differed between tasks. Third, the open SFOR task seemed best suited to capture SFOR, since it evoked the largest number of each type of relational answers - while still showing substantial interindividual differences in SFOR. These results indicate that a broader conceptualization and operationalization of SFOR than the unilateral multiplicative one are warranted. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |