Literaturnachweis - Detailanzeige
Autor/inn/en | Chesney, Dana L.; McNeil, Nicole M. |
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Titel | Activation of Operational Thinking during Arithmetic Practice Hinders Learning and Transfer |
Quelle | In: Journal of Problem Solving, 7 (2014) 1, Artikel 4 (12 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1932-6246 |
DOI | 10.7771/1932-6246.1165 |
Schlagwörter | Thinking Skills; Arithmetic; Undergraduate Students; Interference (Learning); Control Groups; Mathematics Skills; Multiplication; Transfer of Training; Hypothesis Testing; Algebra; Mathematical Concepts; Mathematics Instruction; Pretests Posttests; Concept Formation; Children Denkfähigkeit; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Multiplikation; Training; Transfer; Ausbildung; Hypothesenprüfung; Hypothesentest; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Child; Kind; Kinder |
Abstract | Many children in the U.S. initially come to understand the equal sign operationally, as a symbol meaning "add up the numbers" rather than relationally, as an indication that the two sides of an equation share a common value. According to a change-resistance account (McNeil & Alibali, 2005b), children's operational ways of thinking are never erased, and when activated, can interfere with mathematics learning and performance, even in educated adults. To test this theory, undergraduates practiced unfamiliar multiplication facts (e.g., 17-times table) in one of three conditions that differed in terms of how the equal sign was represented in the problems. In the operational words condition, the equal sign was replaced by operational words (e.g., "multiplies to"). In the relational words condition, the equal sign was replaced by relational words (e.g., "is equivalent to"). In the control condition, the equal sign was used in all problems. The hypothesis was that undergraduates' fluency with practiced facts and transfer problems would be hindered in the operational words condition compared to the other conditions. Results supported this hypothesis, indicating that the activation of operational thinking is indeed detrimental to learning and transfer, even in educated adults. (As Provided). |
Anmerkungen | Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jps/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |