期刊
CONTEMPORARY EDUCATIONAL PSYCHOLOGY
卷 62, 期 -, 页码 -出版社
ACADEMIC PRESS INC ELSEVIER SCIENCE
DOI: 10.1016/j.cedpsych.2020.101896
关键词
Fractions; Relational reasoning; Numerical cognition
资金
- NICHD [R01 HD088585]
- NIH [U54 HD090256]
Understanding and using symbolic fractions in mathematics is critical for access to advanced STEM concepts. However, children and adults consistently struggle with fractions. Here, we take a novel perspective on symbolic fractions, considering them within the framework of relational structures in cognitive psychology, such as those studied in analogy research. We tested the hypothesis that relational reasoning ability is important for reasoning about fractions by examining the relation between scores on a domain-general test of relational reasoning (TORR Jr.) and a test of fraction knowledge consisting of various types of fraction problems in 194 s grade and 145 fifth grade students. We found that relational reasoning was a significant predictor of fractions knowledge, even when controlling for non-verbal IQ and fractions magnitude processing for both grades. The effects of relational reasoning also remained significant when controlling for overall mathematics knowledge and skill for second graders but was attenuated for fifth graders. These findings suggest that this important subdomain of mathematical cognition is integrally tied to relational reasoning and opens the possibility that instruction targeting relational reasoning may prove to be a viable avenue for improving children's fractions skills.
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