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Gina Bojorque Joke Torbeyns Jheni Moscoso Daniël Van Nijlen Lieven Verschaffel 《Educational studies》2015,41(5):565-586
This study aimed at (a) constructing a reliable and valid test to assess Ecuadorian 4–5-year olds’ number and arithmetic skills; (b) providing empirical data on Ecuadorian 4–5-year olds’ number and arithmetic skills; and (c) confronting these children’s actual performances with the performances expected by national experts in this domain. We administered the Test of Early Number and Arithmetic (TENA), developed on the basis of the Ecuadorian mathematics standards to 86 Preschoolers and 127 Kindergartners and asked 10 experts to evaluate TENA’s validity and predict children’s performances on it. Results supported the overall reliability and validity of the TENA. Furthermore, we observed differences in number and arithmetic competencies between and within Preschoolers and Kindergartners, but not between boys and girls. Finally, experts overestimated children’s performances on the test. The scientific and practical implications of these results are discussed. 相似文献
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This study evaluates the effects of an intervention aimed at improving representational flexibility in linear-function problems. Forty-nine students aged 13–16 participated in the study. A pretest–intervention–posttest design with an experimental and control group was used. At pretest, both groups solved a choice test, where they could freely select a table, a graph, or a formula, and three no-choice tests, where they used predetermined representations. Twenty-five students in the experimental group were exposed to the intervention, where they learnt to fine-tune their choices both to the task at hand and to their own characteristics as representational users. The control group was not exposed to any intervention. The posttest was similar to the choice pretest. A flexibility score was calculated per student based on Siegler and Lemaire’s score. At posttest, the experimental group became more flexible than the control group. The impact of increased flexibility on problem-solving accuracy and speed is discussed. 相似文献
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Stephanie Lem Patrick Onghena Lieven Verschaffel Wim Van Dooren 《European Journal of Psychology of Education - EJPE》2014,29(4):557-575
Histograms are widely used, but recent studies have shown that they are not as easy to interpret as it might seem. In this article, we report on three studies on the interpretation of histograms in which we investigated, namely, (1) whether the misinterpretation by university students can be considered to be the result of heuristic reasoning, (2) whether we could influence performance by stimulating or hindering the analytic processing of histograms, and (3) whether experts still show signs of this heuristic misinterpretation. We found that both university students and experts show signs of incorrect heuristic reasoning when comparing the mean of two data sets presented by histograms. Stimulating or hindering analytic processing did not affect performance. These indications of heuristic reasoning and the impossibility to affect this analytic processing suggest that the incorrect heuristic misinterpretation of histograms is very persistent. Implications for theory and methodology, scientific and educational practice are discussed. 相似文献
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Bert De Smedt Joke Torbeyns Nick Stassens Pol Ghesquière Lieven Verschaffel 《Learning and Instruction》2010,20(3):205-215
This study examined the development of indirect addition as an alternative for solving multidigit subtractions, by means of two learning environments in traditionally schooled third-graders in Flanders (Belgium). Thirty-five third-graders, who did not demonstrate mastery of indirect addition, participated in an Explicit (n = 20) or Implicit (n = 15) learning environment that aimed to encourage the development of indirect addition. Over a period of six weeks, children participated in nine individual sessions: four practice sessions, three test sessions, one transfer session, and one retention session. The results revealed that throughout the study indirect addition was rarely used, even by the children in the explicit learning environment. However, when indirect addition was used, it was executed very efficiently. 相似文献
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This article discusses the characteristics of the indirect addition strategy (IA) in the domain of multi-digit subtraction. In two studies, adults' use of IA on three-digit subtractions with a small, medium, or large difference between the integers was analysed using the choice/no-choice method. Results from both studies indicate that adults spontaneously apply IA on three-digit subtractions, and use IA with the same frequency as direct subtraction (DS) strategies. Furthermore, IA resulted in faster responses – without any loss in accuracy – than DS. Finally, adults flexibly applied IA and DS strategies on the basis of task and individual strategy performance characteristics. Our results support theoretical models on adaptive strategy choices, and question instructional practices focusing on the routine mastery of only DS. 相似文献
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The article deals with the way in which authority was established and interpreted by teachers and students in two Flemish sixth-grade mathematics classrooms. Problem-solving lessons during a seven-month observation period were analysed regarding three aspects of teacher–student interactions that explicitly or implicitly reflect who bears mathematical authority: (1) to whom were students allowed to ask for help; (2) who was allowed to answer students’ mathematics-related questions; and (3) who was allowed to evaluate students’ responses. For each of these aspects, we were interested whether authority was ascribed only to the teacher or whether authority was distributed more broadly, with students being considered accountable for their own and other’s learning process. Interviews with teachers and students were conducted to investigate the meaning that participants gave to the practices in which they were involved. 相似文献
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Xenia Vamvakoussi Wim Van Dooren Lieven Verschaffel 《Educational Studies in Mathematics》2013,82(2):323-330
This study tested the hypothesis that intuitions about the effect of operations, e.g., “addition makes bigger” and “division makes smaller”, are still present in educated adults, even after years of instruction. To establish the intuitive character, we applied a reaction time methodology, grounded in dual process theories of reasoning. Educated adult participants were asked to judge the correctness of statements about the effect of operations. Their accuracy and reaction times were measured. For items where the correct answer was not in line with the assumed intuitions, more mistakes were observed; moreover, we found longer reaction times for correct responses, indicating that these intuitions interfere in participants’ reasoning on these tasks, even when they provide a correct response. 相似文献
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Recent research has documented that many pupils show a strong tendency to exclude real-world knowledge from their solutions of school arithmetic word problems. In the present study, a test consisting of 14 word problems—half of which were problematic from a realistic point of view—was administered to a large group of students from three different teacher training institutes in Flanders. For each word problem, the student-teachers were first asked to solve the problem themselves, and afterwards to evaluate four different answers given by pupils. The results revealed a strong tendency among student-teachers to exclude real-world knowledge from their own spontaneous solutions of school word problems as well as from their appreciations of the pupils' answers. 相似文献