Enhancing Cognitive Flexibility through a Training Based on Multiple Categorization: Developing Proportional Reasoning in Primary School

Autor/inn/en	Scheibling-Sève, Calliste; Gvozdic, Katarina; Pasquinelli, Elena; Sander, Emmanuel
Titel	Enhancing Cognitive Flexibility through a Training Based on Multiple Categorization: Developing Proportional Reasoning in Primary School
Quelle	In: Journal of Numerical Cognition, 8 (2022) 3, S.443-472 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Students; Grade 4; Grade 5; Cognitive Processes; Skill Development; Thinking Skills; Mathematical Concepts; Mathematics Instruction; Socioeconomic Status; Outcomes of Education; Classification; Intervention; Teaching Methods; Foreign Countries; France + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Cognitive process; Kognitiver Prozess; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Socio-economic status; Sozioökonomischer Status; Lernleistung; Schulerfolg; Classification system; Klassifikation; Klassifikationssystem; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Frankreich
Abstract	Proportional reasoning is a key topic both at school and in everyday life. However, students are often misled by their preconceptions regarding proportions. Our hypothesis is that these limitations can be mitigated by working on alternative ways of categorizing situations that enable more adequate inferences. Multiple categorization triggers flexibility, which enables reinterpreting a problem statement and adopting a more relevant point of view. The present study aims to show the improvements in proportional reasoning after an intervention focusing on such a multiple categorization. Twenty-eight 4th and 5th grade classes participated in the study during one school year. Schools were classified by the SES of their neighborhood. The experimental group received 12 math lessons focusing on flexibly envisioning a situation involving proportional reasoning from different points of view. At the end of the school year, compared to a control group, the experimental group had better results on the posttest when solving proportion word problems and proposed more diverse solving strategies. The analyses also show that the performance gap linked to the school's SES classification was reduced. This offers promising perspectives regarding multiple categorization as a path to overtake preconceptions and develop cognitive flexibility at school. (As Provided).
Anmerkungen	Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01