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Direct linkSharif-Rasslan, Amal; Tabajah-Awawdy, Jehan – Journal of Cognitive Education and Psychology, 2022
This qualitative study aimed to examine: (1) the manner in which kindergarten children and first graders make sense of the term "area" regarding optimization problems; (2) how this manner is manifested in their decision-making and "STEAM" (science, technology, engineering, art and math) skills; and (3) how kindergarten children…
Descriptors: Kindergarten, Young Children, Grade 1, Concept Formation
Liu, Ying; Liu, Ru-De; Star, Jon; Wang, Jia; Zhen, Rui; Tong, Huimin – Journal of Educational Psychology, 2020
The More A-More B intuitive rule has become a research hotspot in the field of mathematical education in recent years. The intuitive rule of More A-More B is often reflected in students' responses to comparison tasks. In such tasks, students are asked to compare 2 objects that differ in a certain salient quantity A (where A[subscript 1] >…
Descriptors: Elementary School Students, Cognitive Processes, Intuition, Interference (Learning)
Obersteiner, Andreas; Bernhard, Matthias; Reiss, Kristina – ZDM: The International Journal on Mathematics Education, 2015
Understanding contingency table analysis is a facet of mathematical competence in the domain of data and probability. Previous studies have shown that even young children are able to solve specific contingency table problems, but apply a variety of strategies that are actually invalid. The purpose of this paper is to describe primary school…
Descriptors: Inhibition, Intuition, Mathematics Instruction, Mathematics Skills
