Arithmetic Knowledge from the Spontaneous Attention to Relations

Autor/in	Prather, Richard
Titel	Arithmetic Knowledge from the Spontaneous Attention to Relations
Quelle	In: Developmental Science, 24 (2021) 1, (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13003
Schlagwörter	Attention; Number Concepts; Arithmetic; Children; Numeracy; Individual Differences; Predictor Variables; Symbols (Mathematics); Family Environment; Parent Participation + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Number concept; Zahlbegriff; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Child; Kind; Kinder; Rechenkompetenz; Individueller Unterschied; Prädiktor; Familienmilieu; Elternmitwirkung
Abstract	Children's knowledge of arithmetic principles is a key aspect of early mathematics knowledge. Knowledge of arithmetic principles predicts how children approach solving arithmetic problems and the likelihood of their success. Prior work has begun to address how children might learn arithmetic principles in a classroom setting. Understanding of arithmetic principles involves understanding how numbers in arithmetic equations relate to another. For example, the Relation to Operands (RO) principle is that for subtracting natural numbers (A - B = C), the difference (C) must be smaller than the minuend (A). In the current study we evaluate if individual differences in arithmetic principle knowledge (APK) can be predicted by the learners' spontaneous attention to relations (SAR) and if feedback can increase their attention to relations. Results suggest that participants' Spontaneous Attention to Number (SAN) does not predict their knowledge of the RO principle for symbolic arithmetic. Feedback regarding the attention to relations did not show a significant effect on SAR or participants' APK. We also did not find significant relations between reports of parent talk and the home environment with individual differences in SAN. The amount of parent's talk about relations was not significantly associated with learner's SAR and APK. We conclude that children's SAR with non-symbolic number does not generalize to attention to relations with symbolic arithmetic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01