Spontaneous Focusing on Quantitative Relations as a Predictor of the Development of Rational Number Conceptual Knowledge

Autor/inn/en	McMullen, Jake; Hannula-Sormunen, Minna M.; Laakkonen, Eero; Lehtinen, Erno
Titel	Spontaneous Focusing on Quantitative Relations as a Predictor of the Development of Rational Number Conceptual Knowledge
Quelle	In: Journal of Educational Psychology, 108 (2016) 6, S.857-868 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000094
Schlagwörter	Numbers; Mathematical Concepts; Elementary School Students; Predictor Variables; Cognitive Processes; Cognitive Development; Grade 3; Grade 4; Grade 5; Foreign Countries; Statistical Analysis; Regression (Statistics); Individual Differences; Achievement Tests; Intelligence Tests; Finland; Raven Progressive Matrices; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Zahlenraum; Prädiktor; Cognitive process; Kognitiver Prozess; Kognitive Entwicklung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Statistische Analyse; Regression; Regressionsanalyse; Individueller Unterschied; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Finnland
Abstract	Many people have serious difficulties in understanding rational numbers, limiting their ability to interpret and make use of them in modern daily life. This also leads to later difficulties in learning more advanced mathematical content. In this study, novel tasks are used to measure 263 late primary school students' spontaneous focusing on quantitative relations, in situations that are not explicitly mathematical. Even after controlling for a number of known predictors of rational number knowledge, spontaneous focusing on quantitative relations is found to have a strong impact on students' learning of rational number conceptual knowledge. This finding opens new possibilities for developing pedagogical solutions to one of the most difficult challenges of mathematics education. The findings suggest that students' own focusing tendency and self-initiated practice may have on important role in the long-term development of complex cognitive skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01