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Euclid's Random Walk: Developmental Changes in the Use of Simulation for Geometric Reasoning
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Hart, Yuval; Mahadevan, L.; Dillon, Moira R. – Cognitive Science, 2022
Euclidean geometry has formed the foundation of architecture, science, and technology for millennia, yet the development of human's intuitive reasoning about Euclidean geometry is not well understood. The present study explores the cognitive processes and representations that support the development of humans' intuitive reasoning about Euclidean…
Descriptors: Geometry, Cognitive Processes, Thinking Skills, Geometric Concepts
Preschool Mathematics Performance and Executive Function: Rural-Urban Comparisons across Time
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Esplin, Jacob A.; Berghout Austin, Ann M.; Blevins-Knabe, Belinda; Neilson, Brionne G.; Corwyn, Robert F. – Journal of Research in Childhood Education, 2021
This longitudinal study examined the relationship between executive function (EF) and mathematics with rural and urban preschool children. A panel of direct and indirect EF measures were used to compare how well individual measures, as well as analytic approaches, predicted both numeracy and geometry skill. One hundred eighteen children, ages 39…
Descriptors: Preschool Children, Rural Urban Differences, Executive Function, Mathematics Skills
Switching from Reaching to Navigation: Differential Cognitive Strategies for Spatial Memory in Children and Adults
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Belmonti, Vittorio; Cioni, Giovanni; Berthoz, Alain – Developmental Science, 2015
Navigational and reaching spaces are known to involve different cognitive strategies and brain networks, whose development in humans is still debated. In fact, high-level spatial processing, including allocentric location encoding, is already available to very young children, but navigational strategies are not mature until late childhood. The…
Descriptors: Cognitive Processes, Navigation, Spatial Ability, Hypothesis Testing
Illusion of Linearity in Geometry: Effect in Multiple-Choice Problems
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Vlahovic-Stetic, Vesna; Pavlin-Bernardic, Nina; Rajter, Miroslav – Mathematical Thinking and Learning: An International Journal, 2010
The aim of this study was to examine if there is a difference in the performance on non-linear problems regarding age, gender, and solving situation, and whether the multiple-choice answer format influences students' thinking. A total of 112 students, aged 15-16 and 18-19, were asked to solve problems for which solutions based on proportionality…
Descriptors: Gender Differences, Mathematics Instruction, Geometry, Geometric Concepts
Children's Solutions for Figural Matrices: Developmental Differences in Strategies and Effects of Matrix Characteristics.
Foorman, Barbara R.; And Others – 1983
Two experiments investigated children's strategies for solving geometric matrices that were correctly or incorrectly completed and that varied in number of elements and number of transformations. Examining the relationship between working memory and item complexity, the first experiment tested 90 boys and girls of 7, 10, and 13 years of age for…
Descriptors: Age Differences, Cognitive Processes, Difficulty Level, Elementary Education
A Developmental Study of the Processes Underlying Solution of Figural Matrices.
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Stone, Beth; Day, Mary Carol – Child Development, 1981
Geometric matrix problems were presented to 11- and 14-year-olds and adults to investigate latency to solution as a function of number of elements (1-3) and of transformations (0-2) that had to be considered for correct solution. At all ages latencies increased as the number of elements and number of transformations increased. (Author/DB)
Descriptors: Adolescents, Age Differences, Children, Cognitive Processes