Spontaneous Focusing on Quantitative Relations: Towards a Characterization

Autor/inn/en	Degrande, Tine; Verschaffel, Lieven; Van Dooren, Wim
Titel	Spontaneous Focusing on Quantitative Relations: Towards a Characterization
Quelle	In: Mathematical Thinking and Learning: An International Journal, 19 (2017) 4, S.260-275 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2017.1365223
Schlagwörter	Foreign Countries; Grade 2; Grade 4; Grade 6; Elementary School Students; Elementary School Mathematics; Mathematics Instruction; Individual Differences; Multiplication; Comparative Analysis; Addition; Statistical Analysis; Numbers; Mathematical Concepts; Task Analysis; Belgium + Suchen Sie Ihr Suchwort? Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Individueller Unterschied; Multiplikation; Statistische Analyse; Zahlenraum; Aufgabenanalyse; Belgien
Abstract	In contrast to previous studies on Spontaneous Focusing on Quantitative Relations (SFOR), the present study investigated not only the "extent" to which children focus on (multiplicative) quantitative relations, but also the "nature" of children's quantitative focus (i.e., the types of quantitative relations that children focus on). Therefore, we offered three different SFOR tasks -- a multiplicative, additive, or open SFOR task -- to 315 second, fourth, and sixth graders. Results revealed, first, that most children spontaneously focused on quantitative relations. Some focused on multiplicative relations, and others on additive relations. Second, SFOR, and especially multiplicative SFOR, increased with grade, while the development of additive SFOR differed between tasks. Third, the open SFOR task seemed best suited to capture SFOR, since it evoked the largest number of each type of relational answers - while still showing substantial interindividual differences in SFOR. These results indicate that a broader conceptualization and operationalization of SFOR than the unilateral multiplicative one are warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01