Literaturnachweis - Detailanzeige
| Autor/inn/en | Schadl, Constanze; Ufer, Stefan |
|---|---|
| Titel | Beyond Linearity: Using IRT-Scaled Level Models to Describe the Relation between Prior Proportional Reasoning Skills and Fraction Learning Outcomes |
| Quelle | In: Child Development, 94 (2023) 6, S.1642-1658 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Schadl, Constanze) ORCID (Ufer, Stefan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13954 |
| Schlagwörter | Prior Learning; Mathematical Concepts; Thinking Skills; Mathematical Logic; Fractions; Grade 4; Grade 5; Grade 6; Elementary School Students; Mathematics Education; Foreign Countries; Germany |
| Abstract | Previous research on the role of prior skills like proportional reasoning skills for the development of mathematical concepts offers conclusions such as "more (prior skills) is better (for later learning)." Insights, which prior skill "level" goes along with which "level" of learning outcomes, may advance the understanding of the development of mathematical concepts. An exploratory approach is presented based on level models to describe the relation between symbolic proportional reasoning skills and fraction outcomes beyond linearity. Analyses draw on samples of German fourth to sixth graders from a scaling (2017, N = 325, 54.8% female) and longitudinal study (2018/2019, N = 436, 42.7% female). Particularly mastering natural and internal rational ratios in proportional reasoning seems relevant for successful fraction learning. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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