Examining individual differences in spontaneous focusing on multiplicative relations

Abstract

Individual differences in spontaneous mathematical focusing tendencies are important predictors of mathematical development. Spontaneous mathematical focusing tendencies may support mathematical thinking in everyday situations, leading to self-initiated practice with existing mathematical skills. While much research has examined how spontaneous mathematical focusing tendencies predict later mathematical development, there is little work on these tendencies as important outcomes of mathematics instruction. Therefore, the present study examines individual differences in spontaneous focusing on multiplicative relations (SFOR) tendency in middle school students. Results reveal that formal mathematical knowledge and the ability to recognize and describe multiplicative relations when explicitly guided to do so can only predict part of individual differences in SFOR tendency, which still exist in middle school students. As well, focusing on nonspecific quantitative relations, such as "more" or "less," may be an important step in developing SFOR tendency. These results provide a valuable understanding of potential mechanisms by which spontaneous mathematical focusing tendencies can be promoted in all students.