Relational Reasoning's Contributions to Mathematical Thinking and Performance in Chinese Elementary and Middle-School Students

Autor/inn/en	Zhao, Hongyang; Alexander, Patricia A.; Sun, Yuting
Titel	Relational Reasoning's Contributions to Mathematical Thinking and Performance in Chinese Elementary and Middle-School Students
Quelle	In: Journal of Educational Psychology, 113 (2021) 2, S.279-303 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alexander, Patricia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000595
Schlagwörter	Foreign Countries; Elementary School Students; Middle School Students; Mathematical Logic; Logical Thinking; Test Validity; Test Reliability; Spatial Ability; Visualization; Mathematics Skills; Thinking Skills; Age Differences; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; China + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematical logics; Mathematische Logik; Testvalidität; Testreliabilität; Räumliches Vorstellungsvermögen; Visualisation; Visualisierung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Age; Difference; Age difference; Altersunterschied; 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; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	The overarching goal of this 2-phase study was to investigate the contributions of relational reasoning to mathematical thinking and performance for 790 primary and middle-school Chinese students. Phase I of the study was undertaken to establish the reliability and validity of the Test of Relational Reasoning-Junior (TORRjr), a 32-item measure developed to assess children's and young adolescents' ability to reason analogically, anomalously, antinomously, and antithetically. The range of analyses from item difficulties to the overall structural model showed the TORRjr to be a psychometrically sound measure for study participants. There was also evidence of development in students' relational reasoning ability. In Phase II, the contributions of TORRjr performance to results of a novel measure of quantitative relations (QRTC[superscript 2]), a traditional measure of mathematical ability (MAT), and a fluid measure of mental rotation (MRT) were examined. Relational reasoning was significantly associated with performance on all 3 measures to a moderate or moderately strong level. Relational reasoning was also found to partially mediate the association between the QRTC[superscript 2] and MAT and fully mediate the relation between MRT and MAT. Multiple-group regression analyses revealed a stronger association between relational reasoning and mathematical performance for middle-school students than for primary students. Theoretical and practical implications of the outcomes from both phases are forwarded. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01