Predicting Adaptive Expertise with Rational Number Arithmetic

Autor/inn/en	McMullen, Jake; Hannula-Sormunen, Minna M.; Lehtinen, Erno; Siegler, Robert S.
Titel	Predicting Adaptive Expertise with Rational Number Arithmetic
Quelle	In: British Journal of Educational Psychology, 92 (2022) 2, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McMullen, Jake)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12471
Schlagwörter	Elementary School Students; Middle School Students; Grade 6; Grade 7; Mathematics Skills; Expertise; Numbers; Problem Solving; Knowledge Level; Prior Learning; Mathematics Achievement; Multiplication; Computation; Predictor Variables + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Expert appraisal; Zahlenraum; Problemlösen; Wissensbasis; Vorkenntnisse; Mathmatics sikills; Mathematical ability; Multiplikation; Prädiktor
Abstract	Background: Adaptive expertise is a highly valued outcome of mathematics curricula. One aspect of adaptive expertise with rational numbers is adaptive rational number knowledge, which refers to the ability to integrate knowledge of numerical characteristics and relations in solving novel tasks. Even among students with strong conceptual and procedural knowledge of rational numbers, there are substantial individual differences in adaptive rational number knowledge. Aims: We aimed to examine how a wide range of domain-general and mathematically specific skills and knowledge predicted different aspects of rational number knowledge, including procedural, conceptual, and adaptive rational number knowledge. Sample: 173 6th and 7th grade students from a school in the southeastern US (51% female) participated in the study. Methods: At three time points across 1.5 years, we measured students' domain-general and domain-specific skills and knowledge. We used multiple hierarchal regression analysis to examine how these predictors related to rational number knowledge at the third time point. Result: Prior knowledge of rational numbers, general mathematical calculation knowledge, and spontaneous focusing on multiplicative relations (SFOR) tendency uniquely predicted adaptive rational number knowledge, after taking into account domain-general and mathematically specific skills and knowledge. Although conceptual knowledge of rational numbers and general mathematical achievement also predicted later conceptual and procedural knowledge of rational numbers, SFOR tendency did not. Conclusion: Results suggest expanding investigations of mathematical development to also explore different features of adaptive expertise as well as spontaneous mathematical focusing tendencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01