Hae
Aineistot 1-10 / 16
Young children’s recognition of quantitative relations in mathematically unspecified settings
<p id="yui_3_10_0_1_1389882673782_2390">Children have been found to be able to reason about quantitative relations, such as non- symbolic proportions, already by the age of 5 years. However, these studies utilize settings ...
Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations
<p>Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that ...
Preschool spontaneous focusing on numerosity predicts rational number conceptual knowledge 6 years later
<p>
Recent evidence suggests that early natural number knowledge is a predictor of later rational number conceptual knowledge, even though students’ difficulties with rational numbers have also been explained by ...
Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge
<p>While preschool-aged children display some skills with quantitative relations, later learning of related fraction concepts is difficult for many students. We present two studies that investigate young children's ...
Voluntary vs Compulsory Playing Contexts: Motivational, Cognitive, and Game Experience Effects
<div><p><i>Background</i>.
Serious games are often used in formal school contexts, in which
students’ lack of control over the playing situation may have
repercussions on any motivational gains.</p><p><i>Aims and ...
Adaptive Number Knowledge in Secondary School Students: Profiles and Antecedents
<p>The present study aims to examine inter-individual differences in adaptive number
knowledge in secondary school students. Adaptive number knowledge is defined as a
well-connected network of ...
Distinguishing adaptive from routine expertise with rational number arithmetic
<div><p>Adaptive expertise is a valued,
but under-examined, feature of students' mathematical development (e.g.
Hatano & Oura, 2012). The present study investigates the nature of
adaptive expertise with rational ...
Young children’s spontaneous focusing on quantitative aspects and their verbalizations of their quantitative reasoning.
This paper presents a cross-sectional study of young children’s Spontaneous<br />Focusing on quantitative Relations (SFOR), Spontaneous Focusing on Numerosity<br />(SFON) and verbalizations of their quantitative reasoning. ...
Spontaneous mathematical focusing tendencies in mathematical development
Children's own spontaneous mathematical activities are crucial for their mathematical development. Mathematical thinking and learning does not only occur in explicitly mathematical situations, such as the classroom. Those ...
Expertise Development and Scientific Thinking
<p>The focus of expertise research is on exceptionally advanced performance
in professions that require long academic—and at least partly
scientific—education before entering into work. Surprisingly, only a few
studies ...