Out of Proportion or out of Context? Comparing 8- to 9-Year-Olds' Proportional Reasoning Abilities across Fair-Sharing, Mixtures, and Probability Contexts

Autor/inn/en	Supply, Anne-Sophie; Vanluydt, Elien; Van Dooren, Wim; Onghena, Patrick
Titel	Out of Proportion or out of Context? Comparing 8- to 9-Year-Olds' Proportional Reasoning Abilities across Fair-Sharing, Mixtures, and Probability Contexts
Quelle	In: Educational Studies in Mathematics, 113 (2023) 3, S.371-388 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Supply, Anne-Sophie) ORCID (Vanluydt, Elien) ORCID (Van Dooren, Wim) ORCID (Onghena, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-023-10212-5
Schlagwörter	Abstract Reasoning; Thinking Skills; Young Children; Problem Solving; Elementary School Students; Grade 3; Probability; Logical Thinking + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Denkfähigkeit; Frühe Kindheit; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	Findings on children's proportional reasoning abilities strongly vary across studies. This might be due to the different contexts that can be used in proportional problems: fair-sharing, mixtures, and probability. A review of the scientific literature suggests that the context of proportional problems may not only impact the difficulty of the problem, but that it also plays an important role in how children approach the problems. In other words, different contexts might elicit different (erroneous) thinking strategies. The aim of the present study was to investigate the role of context in third graders' (n = 305) proportional reasoning abilities. Results showed that children performed significantly better in a fair-sharing context compared to a mixture and a probability context. No evidence was found for a difference in performance on the mixture and the probability context. However, the kind of erroneous answers that were given in the mixture and probability context differed slightly, with more additive answers in the mixture context and more one-dimensional answers in the probability context. These findings suggest that the type of answers elicited by proportional problems might depend on the specific context in which the problem is presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01