The role of relational preference in word-problem solving in 6- to 7-year-olds

Vanluydt, Elien; Verschaffel, Lieven; Dooren, Wim Van

doi:10.1007/s10649-021-10139-9

Cited by 5 publications

(5 citation statements)

References 32 publications

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“…Furthermore, Hermes identified alone the illusion of linearity when solving original problems using simultaneous manipulative material (cf. Jitendra et al, 2019), while he struggled to understand and solve word problems and could not identify the illusion of linearity as opposed to genuine problems that he solved correctly, as expected from the literature (Cox & Root, 2020;Goldin, 2020;Vanluydt et al, 2022).…”

Section: Further Discussion and Suggestionsmentioning

confidence: 95%

“…According to their results the use of design strategies in solving nonlinear geometric problems has positive learning outcomes. Another study conducted by Vanluydt et al (2022) on children aged six-seven years to investigate how children deal with word problems and analogy problems with either addition or multiplication. For the presentation of the problems, the researchers used manipulative materials and illustrated pictures, which contributed positively to children's understanding of the problems.…”

Section: Theoretical Considerations About Use Of Manipulative Materialsmentioning

confidence: 99%

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How can we help a student with Asperger syndrome to avoid the illusion of linearity?

Rizos

Foykas

2023

CONT MATH SCI ED

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The choice of appropriate educational materials, visual or physical, for teaching mathematics to children on the autism spectrum, is an important topic in the context of inclusive education. In this article we first focus on some theoretical issues concerning the manipulative material, on the teaching of proportional quantities in the Greek high school and the difficulties it presents, as well as on the Asperger syndrome. We present the design, the implementation and the basic results of a teaching intervention conducted in a 14-year-old student with Asperger syndrome studying in the 8<sup>th</sup> grade of a high school in Greece on the use of manipulative materials for solving authentic real-world and word mathematical problems. The research showed that the student understood the differences between the real analogy and the illusion of linearity inherent in the problems he was given to solve using manipulatives. The paper concludes with suggestions, perspectives and limitations for teaching proportion problems and the tackle of the illusion of proportionality using manipulatives.

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Section: Further Discussion and Suggestionsmentioning

confidence: 95%

Section: Theoretical Considerations About Use Of Manipulative Materialsmentioning

confidence: 99%

How can we help a student with Asperger syndrome to avoid the illusion of linearity?

Rizos

Foykas

2023

CONT MATH SCI ED

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“…In what follows, we give a short overview of the four studies regarding proportional reasoning that were already conducted within this broader research project. The first study investigated the emergence of early proportional reasoning in the third grade of kindergarten and found that these young children already have a notion of one-to-many correspondence, which is considered to be an important precursor of proportional reasoning (Vanluydt et al, 2018). Second, we analyzed lower elementary school children’s relational preference and found that not only the few children who already preferred multiplicative relations or switched between additive and multiplicative answers but also the children showing an additive preference performed substantially better on the early proportional reasoning task in Grade 3 than children with no or inconsistent attention to the relations (Vanluydt et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

“…There are several other problem characteristics that can influence the difficulty of proportional problems. First, proportional problems in which a one-to-many correspondence (i.e., a unit ratio) is given are easier to solve than proportional problems in which only a many-to-many correspondence is given (Riehl & Steinthorsdottir, 2019; Vanluydt et al, 2018, 2020). In the case of one-to-one correspondence, an item in one set is related to an item in another set (e.g., in a group of children, each child gets one apple), whereas in one-to-many correspondence, each item of one of the sets is related to a specific number of items (more than one) in the other set (e.g., in a group of children, each child gets three apples), and in the case of many-to-many correspondence, a specific number of items (more than one) in one of the sets can be related to a specific number of items (more than one) in the other set (e.g., a group of three children gets altogether six apples; Bakker et al, 2014; Nantais & Herscovics, 1990).…”

Section: Definition and Problem Characteristicsmentioning

confidence: 99%

The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds.

Vanluydt¹,

Verschaffel²,

Dooren³

2022

Journal of Educational Psychology

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The present study longitudinally investigated proportional reasoning abilities in early elementary school before the start of its instruction. Three aims were put forward: (a) distinguishing the different developmental states in young children’s understanding of missing-value proportional situations, (b) investigating how children transition through these states, and (c) exploring possible predictors that explain individual differences in young children’s development of proportional reasoning abilities. We longitudinally investigated 5- to 8-year-olds’ (n = 315) proportional reasoning abilities in a fair-sharing missing-value proportional reasoning task. First, results showed that the development of proportional reasoning already starts at a very early age and is still ongoing when children are in their third year of elementary school. Second, latent class analysis revealed five different early states of proportional reasoning. The understanding of one-to-many correspondence was identified as an essential stepping-stone toward success in more difficult proportional reasoning problems with many-to-many correspondences. Third, exploratory analyses revealed that the large individual differences in children’s development of proportional reasoning abilities were associated with socioeconomic status, language, spatial abilities, and numerical abilities. Theoretical, methodological, and educational implications are discussed.

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“…From their students' conflict journals students in my PAR identified several issues where values were in conflict. A content analysis of his participants' dilemmas, categorizing them as either relational or non-relational (Pratt, 2015in Vanluydt et al, 2022. He states that relational dilemmas focus on response and relationships, and non-relational focus on rights.…”

Section: Factors Affecting Moral Conflictsmentioning

confidence: 99%

Teaching Moral Values Through Real-life Dilemmas

Balakrishnan

2023

ijess

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The purpose of this study is to contribute to contemporary debates about alternative ways of teaching Moral Education (ME) in Malaysia by including the voice of students. ME in the Malaysian setting is both complex and compulsory. The research is founded on a modified version of Vygotsky’s Zone of Proximal Development (ZPD), extended to suit the multicultural, multi-ethnic Malaysian setting, and here called the Zone of Collaborative Development (ZCD). This study uses qualitative research methodology consisting of a modified framework of participatory action research (PAR) as the methodological framework. Data was gathered for textual analysis through a modified form of participant observation, focus group transcripts, interviews, and student journals. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas that they identified were relational and context dependent. Multiple factors contributed to the problems they described.

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The role of relational preference in word-problem solving in 6- to 7-year-olds

Cited by 5 publications

References 32 publications

How can we help a student with Asperger syndrome to avoid the illusion of linearity?

How can we help a student with Asperger syndrome to avoid the illusion of linearity?

The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds.

Teaching Moral Values Through Real-life Dilemmas

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