Primary School Children's Strategies in Solving Contingency Table Problems: The Role of Intuition and Inhibition

Autor/inn/en	Obersteiner, Andreas; Bernhard, Matthias; Reiss, Kristina
Titel	Primary School Children's Strategies in Solving Contingency Table Problems: The Role of Intuition and Inhibition
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 5, S.825-836 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0681-8
Schlagwörter	Inhibition; Intuition; Mathematics Instruction; Mathematics Skills; Elementary School Mathematics; Grade 2; Elementary School Students; Grade 4; Interviews; Problem Solving; Cognitive Processes; Learning Strategies; Mathematics Tests; Mathematical Concepts + Suchen Sie Ihr Suchwort? Hemmung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Interviewing; Interviewtechnik; Problemlösen; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Understanding contingency table analysis is a facet of mathematical competence in the domain of data and probability. Previous studies have shown that even young children are able to solve specific contingency table problems, but apply a variety of strategies that are actually invalid. The purpose of this paper is to describe primary school children's strategy use, and to explore the extent to which psychological theories of intuition and inhibition help better understand the cognitive mechanisms underlying these strategies. In an initial study, we investigated 231 second-graders' performance on various types of contingency table problems in a paper-and-pencil test. In a second study, we asked 45 second- and fourth-graders to give reasons for their decisions on contingency table problems in an interview situation. Results of both studies suggest that ignoring relevant information and referring to additive rather than multiplicative relationships between cell frequencies were among the children's primary strategies. These strategies can be explained by intuition, which the children were often not able to inhibit. We discuss the implications of this interpretation from a mathematics education perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01