Guiding Students’ Attention Towards Multiplicative Relations Around Them: A Classroom Intervention

Abstract: Learning fractions poses a challenge for many elementary school students, including applying fraction knowledge in novel contexts. For instance, there are substantial individual differences in students’ tendency of spontaneous focusing on quantitative relations (SFOR), which is related to the development of rational number knowledge. In this study, 4th grade students (N = 129) took part in a quasi-experimental study comparing an intervention condition (n = 71) aimed at improving students’ multiplicative relational reasoning and fraction knowledge with a control condition (n = 58) of business as usual fraction instruction. Five lessons of intervention activities were designed to promote students ability to recognize and describe multiplicative relations in their everyday surroundings. There was an overall positive effect on the students’ mathematical knowledge. Students who participated in the intervention improved their ability to recognize and describe multiplicative relations emb.... https://jnc.psychopen.eu/index.php/jnc/article/view/6363

Angaben zum Objekt

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch

Verweise und Beziehungen

• Erschienen in: Guiding Students’ Attention Towards Multiplicative Relations Around Them: A Classroom Intervention ; volume:8 ; number:1 ; day:31 ; month:03 ; year:2022 ; Journal of numerical cognition ; 8, Heft 1 (31.03.2022)

Beteiligte, Orts- und Zeitangaben

• Urheber: Määttä, Saku ; Hannula-Sormunen, Minna ; Halme, Hilma ; McMullen, Jake

Weitere Informationen

• DOI: 10.5964/jnc.6363
• URN: urn:nbn:de:101:1-2022051405112669118188
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Letzte Aktualisierung: 15.08.2025, 07:37 MESZ