A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Spontaneous focusing on quantitative relations as a predictor of the development of rational number conceptual knowledge
Tekijät: Jake McMullen, Minna M. Hannula-Sormunen, Eero Laakkonen, Erno Lehtinen
Kustantaja: AMER PSYCHOLOGICAL ASSOC
Julkaisuvuosi: 2016
Journal: Journal of Educational Psychology
Vuosikerta: 108
Numero: 6
Aloitussivu: 857
Lopetussivu: 868
Sivujen määrä: 12
ISSN: 0022-0663
eISSN: 1939-2176
DOI: https://doi.org/10.1037/edu0000094(external)
Many people have serious difficulties in understanding rational numbers, limiting their ability to interpret and make use of them in modern daily life. This also leads to later difficulties in learning more advanced mathematical content. In this study, novel tasks are used to measure 263 late primary school students’ spontaneous focusing on quantitative relations, in situations that are not explicitly mathematical. Even after controlling for a number of known predictors of rational number knowledge, spontaneous focusing on quantitative relations is found to have a strong impact on students’ learning of rational number conceptual knowledge. This finding opens new possibilities for developing pedagogical solutions to one of the most difficult challenges of mathematics education. The findings suggest that students’ own focusing tendency and self-initiated practice may have on important role in the long-term development of complex cognitive skills.
Ladattava julkaisu This is an electronic reprint of the original article. |