"That Sounds Greek to Me!" Primary Children's Additive and Proportional Responses to Unreadable Word Problems [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Degrande, Tine; Verschaffel, Lieven; Van Dooren, Wim
Titel	"That Sounds Greek to Me!" Primary Children's Additive and Proportional Responses to Unreadable Word Problems [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Word Problems (Mathematics); Logical Thinking; Mathematical Logic; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Mathematical Concepts; Greek; Age Differences; Foreign Countries; Addition; Belgium + Suchen Sie Ihr Suchwort? Textaufgabe; Mathematical logics; Mathematische Logik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Grieche; Griechisch; Age; Difference; Age difference; Altersunterschied; Ausland; Belgien
Abstract	Both additive and proportional reasoning are types of quantitative analogical (QA) reasoning. We investigated the development and nature of primary school children's QA reasoning by offering two missing-value word problems to 3rd to 6th graders. In one problem, ratios between given numbers were integer, in the other ratios were non-integer. These word problems were written in the Greek alphabet, and thus totally incomprehensible to the children. QA answers considerably increased with age. Younger children more frequently chose additive relations, whereas older children chose more proportional relations. The nature of the ratios between the given numbers also affected the answers, particularly in 5th grade. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01