儿童自发加性策略与乘法推理的关系

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2021-03-12 DOI:10.1080/07370008.2021.1896521

R. Tzur, H. Johnson, A. Norton, Alan Davis, Xin Wang, M. Ferrara, Cody Harrington, Nicola M. Hodkowski

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引用次数: 3

摘要

摘要:我们研究了Steffe儿童数值推理的建构主义模型所隐含的假设:儿童的自发加性策略可能与乘法推理的基本形式有关，称为乘法重复计数(mDC)。为此，我们对31名四年级学生在临床任务访谈中的反应进行了定量和定性分析。所有的参与者都自发地使用三种加法策略中的一种——指望、加倍或分解成十(BAMT)——来正确地解决加法问题(8 + 7)。我们发现了组间差异，这些顺序变量的不对称关联。我们发现计数主要与预乘法推理和BAMT与mDC推理有关。我们讨论了对Steffe模型进行确证的理论意义和意义。

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Children’s Spontaneous Additive Strategy Relates to Multiplicative Reasoning

Abstract We examine a hypothesis implied by Steffe’s constructivist model of children’s numerical reasoning: a child’s spontaneous additive strategy may relate to a foundational form of multiplicative reasoning, termed multiplicative double counting (mDC). To this end, we mix quantitative and qualitative analyses of 31 fourth graders’ responses during clinical, task-based interviews. All participants spontaneously used one of three additive strategies—counting-on, doubling, or break-apart-make-ten (BAMT)—to correctly solve an addition word problem (8 + 7). We found between-group differences, with asymmetric association of those ordinal variables. We found counting-on to be mainly related to premultiplicative reasoning and BAMT to mDC reasoning. We discuss the theoretical significance and implications of this corroboration of Steffe’s model.

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来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.