Conceptual Knowledge of Decimal Arithmetic

Autor/inn/en	Lortie-Forgues, Hugues; Siegler, Robert S.
Titel	Conceptual Knowledge of Decimal Arithmetic
Quelle	In: Journal of Educational Psychology, 109 (2017) 3, S.374-386 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000148
Schlagwörter	Arithmetic; Middle School Students; Knowledge Level; Computation; Statistical Analysis; Self Esteem; Concept Formation; Mathematical Concepts; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wissensbasis; Statistische Analyse; Self-esteem; Selbstaufmerksamkeit; Concept learning; Begriffsbildung
Abstract	In 2 studies (Ns = 55 and 54), the authors examined a basic form of conceptual understanding of rational number arithmetic, the direction of effect of decimal arithmetic operations, at a level of detail useful for informing instruction. Middle school students were presented tasks examining knowledge of the direction of effects (e.g., "True or false: 0.77 * 0.63 > 0.77"), knowledge of decimal magnitudes, and knowledge of decimal arithmetic procedures. Their confidence in their direction of effect judgments was also assessed. The authors found (a) most students incorrectly predicted the direction of effect of multiplication and division with decimals below 1; (b) this pattern held for students who accurately compared the magnitudes of individual decimals and correctly executed decimal arithmetic operations; (c) explanations of direction of effect judgments that cited both the arithmetic operation and the numbers' magnitudes were strongly associated with accurate judgments; and (d) judgments were more accurate when multiplication problems involved a whole number and a decimal below 1 than with 2 decimals below 1. Implications of the findings for instruction are discussed. [For the Grantee Submission, see ED569126.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11