Early Stages of Proportional Reasoning: A Cross-Sectional Study with 5- to 9-Year-Olds

Autor/inn/en	Vanluydt, Elien; Degrande, Tine; Verschaffel, Lieven; Van Dooren, Wim
Titel	Early Stages of Proportional Reasoning: A Cross-Sectional Study with 5- to 9-Year-Olds
Quelle	In: European Journal of Psychology of Education, 35 (2020) 3, S.529-547 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vanluydt, Elien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-019-00434-8
Schlagwörter	Abstract Reasoning; Thinking Skills; Young Children; Developmental Stages; Cognitive Development + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Denkfähigkeit; Frühe Kindheit; Kognitive Entwicklung
Abstract	The present study cross-sectionally investigated proportional reasoning abilities in 5- to 9-year-old children (n = 185) before they received instruction in proportional reasoning. This study addressed two important aspects of the development of proportional reasoning that remain unclear in the current literature: (1) the age range in which it develops and (2) the influence of the nature of the quantities (discrete or continuous) on children's performance. Three proportional reasoning tasks (i.e., one with two discrete quantities, one with a discrete and a continuous quantity, and one with two continuous quantities) were used. A two-step cluster analysis was conducted on the groups of children based on qualitative differences in understanding. Six different early stages of proportional reasoning were revealed, showing differences in understanding depending on the nature of the quantities involved and which quantity was unknown. The development of proportional reasoning starts at a very early age but it is not yet fully mastered at the age of 9. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01