Individual Differences in Conceptual and Procedural Fraction Understanding: The Role of Abilities and School Experience

Autor/inn/en	Hallett, Darcy; Nunes, Terezinha; Bryant, Peter; Thorpe, Christina M.
Titel	Individual Differences in Conceptual and Procedural Fraction Understanding: The Role of Abilities and School Experience
Quelle	In: Journal of Experimental Child Psychology, 113 (2012) 4, S.469-486 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2012.07.009
Schlagwörter	Mathematics; Educational Experience; Individual Differences; Role; Grade 6; Grade 8; Mathematical Concepts; Schemata (Cognition) + Suchen Sie Ihr Suchwort? Mathematik; Bildungserfahrung; Individueller Unterschied; Rollen; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Cognition; Schema; Kognition
Abstract	Recent research on children's conceptual and procedural knowledge has suggested that there are individual differences in the ways that children combine these two types of knowledge across a number of mathematical topics. Cluster analyses have demonstrated that some children have more conceptual knowledge, some children have more procedural knowledge, and some children have an equal level of both. The current study investigated whether similar individual differences exist in children's understanding of fractions and searches for explanations for these differences. Grade 6 students (n = 119) and Grade 8 students (n = 114) were given measures of conceptual and procedural knowledge of fractions as well as measures of general fraction knowledge, general conceptual ability, and general procedural ability. Grade 6 children demonstrated a four-cluster solution reflecting those who do poorly on procedural and conceptual fraction knowledge, those who do well on both, those whose strength is procedural knowledge, and those whose strength is conceptual knowledge. Grade 8 children demonstrated a two-cluster solution reflecting those whose strength is procedural knowledge and those whose strength is conceptual knowledge. Cluster in either grade, however, did not vary in distribution across schools and was not related to general conceptual ability or general procedural ability. Overall, these results provide a more detailed picture of individual differences in conceptual and procedural knowledge in mathematical cognition. (Contains 2 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10