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Early Childhood Mathematical Development: The Association between Patterning and Proportional Reasoning
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Vanluydt, Elien; Wijns, Nore; Torbeyns, Joke; Van Dooren, Wim – Educational Studies in Mathematics, 2021
Insight into early precursors of proportional reasoning is necessary to further our theoretical understanding of mathematical development and to guide early interventions. Although several researchers have suggested patterning as a possible precursor for proportional reasoning, there is little empirical evidence to support this assumption,…
Descriptors: Young Children, Mathematics Skills, Thinking Skills, Problem Solving
The Role of Relational Preference in Word-Problem Solving in 6- to 7-Year-Olds
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Vanluydt, Elien; Verschaffel, Lieven; Van Dooren, Wim – Educational Studies in Mathematics, 2022
Several studies have shown that children do not only erroneously use additive reasoning in proportional word problems, but also erroneously use proportional reasoning in additive word problems. Traditionally, these errors were contributed to a lack of calculation and discrimination skills. Recent research evidence puts forward an additional…
Descriptors: Preferences, Word Problems (Mathematics), Problem Solving, Error Patterns
Assessing Young Children's Ability to Compare Probabilities
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Supply, Anne-Sophie; Van Dooren, Wim; Lem, Stephanie; Onghena, Patrick – Educational Studies in Mathematics, 2020
Comparing probabilities is a useful skill in life. Binary choice tasks are popular means in research on probabilistic reasoning. Falk, Yudilevich-Assouline, and Elstein ("Educational Studies in Mathematics," 81(2), 207-233 2012) noted that many of these tasks contain design flaws. We designed and evaluated an extended and improved binary…
Descriptors: Young Children, Mathematics Skills, Probability, Age Differences
To Add or to Multiply in Open Problems? Unraveling Children's Relational Preference Using a Mixed-Method Approach
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Degrande, Tine; Verschaffel, Lieven; Van Dooren, Wim – Educational Studies in Mathematics, 2020
Previous research demonstrated that some children inappropriately solve multiplicative missing-value word problems additively, while others inappropriately solve additive missing-value word problems multiplicatively. Besides lacking skills, children's preference for additive or multiplicative relations has been shown to contribute to those errors.…
Descriptors: Elementary School Students, Mathematics Skills, Problem Solving, Multiplication