Do Adults Treat Equivalent Fractions Equally? Adults' Strategies and Errors during Fraction Reasoning

Autor/inn/en	Fitzsimmons, Charles J.; Thompson, Clarissa A.; Sidney, Pooja G.
Titel	Do Adults Treat Equivalent Fractions Equally? Adults' Strategies and Errors during Fraction Reasoning
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 46 (2020) 11, S.2049-2074 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitzsimmons, Charles J.) ORCID (Thompson, Clarissa A.) ORCID (Sidney, Pooja G.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000839
Schlagwörter	Fractions; Adults; Mathematical Logic; Knowledge Level; Logical Thinking; Time; Holistic Approach; Cognitive Processes; Individual Differences; Executive Function; Computation; Inhibition; Mathematical Concepts + Suchen Sie Ihr Suchwort? Bruchrechnung; Mathematical logics; Mathematische Logik; Wissensbasis; Zeit; Holistischer Ansatz; Cognitive process; Kognitiver Prozess; Individueller Unterschied; Hemmung
Abstract	Understanding fraction magnitudes is important for achievement and in daily life. However, adults' fraction reasoning sometimes appears to reflect whole number bias and other times reflects accurate reasoning. In the current experiments, we examined how contextual factors and individual differences in executive functioning (Experiment 1), knowledge of fraction equivalence (both experiments), and strategy use (Experiment 2) influenced adults' fraction reasoning. Adults were only biased by fraction components when reasoning about fractions as holistic magnitudes was difficult: when estimating under a time constraint, when estimating fractions with large components, or when comparing fractions close in decimal distance. However, adults' knowledge of fraction equivalence moderated the effects of whole number components on their fraction estimation performance: when modeled at low levels of equivalence knowledge, adults were biased by fraction components when estimating. Adults with more knowledge of fraction equivalence were able to reason about fractions as holistic magnitudes through adaptive strategy choices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01