Beyond Additive and Multiplicative Reasoning Abilities: How Preference Enters the Picture

Autor/inn/en	Degrande, Tine; Verschaffel, Lieven; Van Dooren, Wim
Titel	Beyond Additive and Multiplicative Reasoning Abilities: How Preference Enters the Picture
Quelle	In: European Journal of Psychology of Education, 33 (2018) 4, S.559-576 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-017-0352-y
Schlagwörter	Addition; Multiplication; Mathematical Logic; Student Attitudes; Preferences; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Age Differences; Numbers; Computation; Word Problems (Mathematics); Problem Solving + Suchen Sie Ihr Suchwort? Multiplikation; Mathematical logics; Mathematische Logik; Schülerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Age; Difference; Age difference; Altersunterschied; Zahlenraum; Textaufgabe; Problemlösen
Abstract	While previous studies mainly focused on children's additive and multiplicative reasoning abilities, we studied third to sixth graders' "preference" for additive or multiplicative relations. This was investigated by means of schematic problems that were "open" to both types of relations, namely arrow schemes containing three given numbers and a fourth missing one. In study 1, children had to fill out the missing number, while in study 2, children had to indicate all possibly correct answers among a set of given alternatives. Both studies explicitly showed the existence of a preference for additive relations in some children, while others preferred multiplicative relations. Mainly younger children preferred additive relations, whereas mainly children in upper primary education preferred multiplicative relations. Number ratios also impacted children's preference, especially in fifth grade. Moreover, the results of study 2 provided evidence for the strength of children's preference and showed that calculation skills do not coincide with preference, and hence, that preference and calculation skills are two distinct child characteristics. The results of both studies using these open problems resembled previous research results using classical multiplicative or additive word problems. This supports the hypothesis that children's preferred type of relations may be at play in solving classical word problems as well--besides their abilities--and may hence be an additional factor explaining the mistakes that children make in those word problems. This research line thus seems promising for further research as well as educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01