The Sleep of Reason Produces Monsters: How and When Biased Input Shapes Mathematics Learning

Autor/inn/en	Siegler, Robert S.; Im, Soo-hyun; Schiller, Lauren K.; Tian, Jing; Braithwaite, David W.
Titel	The Sleep of Reason Produces Monsters: How and When Biased Input Shapes Mathematics Learning
Quelle	(2020), (25 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Siegler, Robert S.) ORCID (Im, Soo-hyun) ORCID (Braithwaite, David W.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Logical Thinking; Arithmetic; Numbers; Fractions; Educational Environment; Bias; Textbooks; Association (Psychology); Generalization; Children; Concept Formation; Mathematics Achievement; Mathematics Instruction; Measurement; Geometric Concepts; Computation; Mathematical Concepts; Computer Simulation + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Zahlenraum; Bruchrechnung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Textbook; Text book; Schulbuch; Lehrbuch; Assoziation; Child; Kind; Kinder; Concept learning; Begriffsbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Messverfahren; Elementare Geometrie; Computergrafik; Computersimulation
Abstract	Children's failure to reason often leads to their mathematical performance being shaped by spurious associations from problem input and overgeneralization of inapplicable procedures rather than by whether answers and procedures make sense. In particular, imbalanced distributions of problems, particularly in textbooks, lead children to create spurious associations between arithmetic operations and the numbers they combine; when conceptual knowledge is absent, these spurious associations contribute to the implausible answers, flawed strategies, and violations of principles characteristic of children's mathematics in many areas. To illustrate mechanisms that create flawed strategies in some areas but not others, we contrast computer simulations of fraction and whole number arithmetic. Most of their mechanisms are similar, but the model of fraction arithmetic lacks conceptual knowledge that precludes strategies that violate basic mathematical principles. Presenting balanced problem distributions and inculcating conceptual knowledge for distinguishing flawed from legitimate strategies are promising means for improving children's learning. [This is the online version of an article published in "Annual Review of Developmental Psychology" v2 p413-435 2020.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01