Assessing Quantitative Reasoning in Young Children

Nuñes, Terezinha; Bryant, Peter; Evans, Deborah; Barros, Rossana

doi:10.1080/10986065.2015.1016815

Cited by 30 publications

(20 citation statements)

References 31 publications

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“…Fundamental to number sense is reasoning abilities such as the ability to verbally and symbolically make connections between several representations or between a mathematical idea and another idea (Nunes, Bryant, Evans, & Barros, 2015). Such abilities seem to be typical of children who seek patterns and structure in new situations, a process that is critical to abstract thinking and generalization and can also facilitate working memory processes (Mulligan, 2011).…”

Section: Reasoning With Number Representationsmentioning

confidence: 99%

“…In light of the importance of early mathematical skills, there is an extensive interest in conducting early intervention in mathematics (e.g., Dyson et al, 2011;Dyson, Jordan, Beliakoff, & Hassinger-Das, 2015;Griffin, 2007;Mononem & Aunio, 2016;Nunes et al, 2007;Nunes et al, 2015;Shanley et al, 2017;Toll & Van Luit, 2012), of which several have been determined to be efficient. A review of intervention studies by Gersten et al (2005) as well as the meta-analysis of Gersten et al (2009) suggest that the most effective instructional design for struggling learners is one that is both systematic and explicit.…”

Section: Early Numeracy Interventionsmentioning

confidence: 99%

See 1 more Smart Citation

Reasoning about Representations: Effects of an Early Math Intervention

Sterner

Wolff

Helenius

2019

Scandinavian Journal of Educational Research

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The outcomes of a longitudinal randomized number sense intervention including pre-, post-and follow-up tests are reported. The intervention was conducted in Grade 0 when children were six years old. Using Concrete-Representational-Abstract principles, a structured explicit 10week program focusing on numbers and collective reasoning about representations was conducted by the classroom teachers. In addition to their regular mathematics teaching, a trained control group received an equally structured and explicit intervention program but without the critical mathematics component. The children in the experimental group outperformed the children in the control group on number sense growth between the pre-and the post-test. There was also a sustained effect of the intervention nine months later when children were assessed in Grade 1.

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Section: Reasoning With Number Representationsmentioning

confidence: 99%

Section: Early Numeracy Interventionsmentioning

confidence: 99%

Reasoning about Representations: Effects of an Early Math Intervention

Sterner

Wolff

Helenius

2019

Scandinavian Journal of Educational Research

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“…The concept of additive reasoning is described as the students' ability to understand the logic of part-whole relationships [50]. It is described as the students' ability to understand the inverse relationship between addition and subtraction.…”

Section: Additive Multiplicative and Distributive Reasoningmentioning

confidence: 99%

“…The idea is to grasp how the students use this relationship when they calculate different types of addition and subtraction tasks. It focuses on the kinds of inferences the students make, and the ability to make inferences based on the part-whole relationship within and between numbers [50].…”

Section: Additive Multiplicative and Distributive Reasoningmentioning

confidence: 99%

Kinds of Mathematical Reasoning Addressed in Empirical Research in Mathematics Education: A Systematic Review

Hjelte

Nilsson

2020

Education Sciences

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Mathematical reasoning is gaining increasing significance in mathematics education. It has become part of school curricula and the numbers of empirical studies are growing. Researchers investigate mathematical reasoning, yet, what is being under investigation is diverse—which goes along with a diversity of understandings of the term reasoning. The aim of this article is to provide an overview on kinds of mathematical reasoning that are addressed in mathematics education research. We conducted a systematic review focusing on the question: What kinds of reasoning are addressed in empirical research in mathematics education? We pursued this question by searching for articles in the database Web of Science with the term reason* in the title. Based on this search, we used a systematic approach to inductively find kinds of reasoning addressed in empirical research in mathematics education. We found three domain-general kinds of reasoning (e.g., creative reasoning) as well as six domain-specific kinds of reasoning (e.g., algebraic reasoning). The article gives an overview on these different kinds of reasoning both in a domain-general and domain-specific perspective, which may be of value for both research and practice (e.g., school teaching).

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“…According to some authors, many children have problems on division (Correa, Nunes, & Bryant, 1998;Kornilaki and Nunes, 2005;Nunes et al, 2015;Fernandes and Martins, 2014), and there is consensus on the fact that children's understanding of division depend on experiences with sharing Bryant, 2002a, 2002b). A global understanding, in terms of procedures and in conceptual terms, is essential for the success of the teaching process and learning of the division operation.…”

Section: The Tricky Topic "Division"mentioning

confidence: 99%

Threshold Concepts Vs. Tricky Topics - Exploring the Causes of Student´s Misunderstandings with the Problem Distiller Tool

Cruz

Lencastre

Coutinho

et al. 2016

Proceedings of the 8th International Conference on Computer Supported Education

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Abstract:This paper presents a study developed within the international project JuxtaLearn. This project aims to improve student understanding of threshold concepts by promoting student curiosity and creativity through video creation. The math concept of 'Division', widely referred in the literature as problematic for students, was recognised as a 'Tricky Topic' by teachers with the support of the Tricky Topic Tool and the Problem Distiller tool, two apps developed under the JuxtaLearn project. The methodology was based on qualitative data collected through Think Aloud protocol from a group of teachers of a public Elementary school as they used these tools. Results show that the Problem Distiller tool fostered the teachers to reflect more deeply on the causes of the students' misunderstandings of that complex math concept. This process enabled them to develop appropriate strategies to help the students overcome these misunderstandings. The results also suggest that the stumbling blocks associated to the Tricky Topic 'Division' are similar to the difficulties reported in the literature describing Threshold Concepts. This conclusion is the key issue discussed in this paper and a contribution to the state of the art.

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Assessing Quantitative Reasoning in Young Children

Cited by 30 publications

References 31 publications

Reasoning about Representations: Effects of an Early Math Intervention

Reasoning about Representations: Effects of an Early Math Intervention

Kinds of Mathematical Reasoning Addressed in Empirical Research in Mathematics Education: A Systematic Review

Threshold Concepts Vs. Tricky Topics - Exploring the Causes of Student´s Misunderstandings with the Problem Distiller Tool

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