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Using Multiple Calibration Indices in Order to Capture the Complex Picture of What Affects Students' Accuracy of Feeling of Confidence
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Boekaerts, Monique; Rozendaal, Jeroen S. – Learning and Instruction, 2010
The present study used multiple calibration indices to capture the complex picture of fifth graders' calibration of feeling of confidence in mathematics. Specifically, the effects of gender, type of mathematical problem, instruction method, and time of measurement (before and after problem solving) on calibration skills were investigated. Fourteen…
Descriptors: Program Design, Problem Solving, Grade 5, Mathematics Instruction
Spontaneous Focusing on Numerosity and Mathematical Skills of Young Children
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Hannula, Minna M.; Lehtinen, Erno – Learning and Instruction, 2005
Two studies were conducted to investigate, firstly, children's focusing on the aspect of numerosity in utilizing enumeration in action, and, secondly, whether children's Spontaneous Focusing on Numerosity (SFON) is related to their counting development. The longitudinal data of 39 children from the age of 3.5 to 6 years showed individual…
Descriptors: Young Children, Foreign Countries, Mathematics Skills, Numeracy
Supporting Children's Development of Cardinality Understanding
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Bermejo, Vicente; Morales, Soledad; deOsuna, Jenny Garcia – Learning and Instruction, 2004
In this study, we use children's prior knowledge to support their development of cardinality understanding, based on Bermejo's (1996) model of cardinality understanding and on the distinction between cardinality (the number of items in a set is represented by a number-word) and the cardinality principle (the last number-word used in counting…
Descriptors: Prior Learning, Number Concepts, Computation, Child Development
Using Subjective Measures to Detect Variations of Intrinsic Cognitive Load within Problems
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Ayres, Paul – Learning and Instruction, 2006
Cognitive load theorists have frequently used subjective measures of cognitive load to test the effectiveness of instructional procedures. This study sought to broaden the applications of subjective measures by testing their ability to detect variations in intrinsic cognitive load within tasks. In two experiments students were asked to complete…
Descriptors: Cognitive Ability, Teaching Methods, Problem Solving, Computation
Early Understandings of Numbers: Paths or Barriers to the Construction of New Understandings?
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Hartnett, Patrice; Gelman, Rochel – Learning and Instruction, 1998
Two studies involving 110 and 91 children aged 5 to 7 years show that children's knowledge of counting and addition facilitated their acquisition of a concept not taught in school, that every number has a natural successor (Successor Principle). Even the oldest children could not rank order correctly numbers that contained fractional notations.…
Descriptors: Addition, Age Differences, Computation, Concept Formation
Fraction Calculation--A Didactic Approach to Constructing Mathematical Networks.
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Steiner, Gerhard F.; Stoecklin, Markus – Learning and Instruction, 1997
Thirty-eight sixth graders were trained in fraction calculation through progressive transformation dialectics (PT) whereas a control group of 38 was taught through a traditional mathematics education framework. The PT group, encouraged to form network-type knowledge representations, performed better on problems that required more than mere…
Descriptors: Cognitive Processes, Computation, Elementary School Students, Fractions
Mediation as a Generative Model for Obtaining an Area.
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Sayeki, Yutaka; And Others – Learning and Instruction, 1991
A method was developed using a deck of cards to teach Japanese fifth graders to calculate the area of a parallelogram. Investigations with 59 male and 45 female students demonstrate the superiority of the method to that previously used in terms of recall at one week. (SLD)
Descriptors: Area, Classroom Techniques, Cognitive Psychology, Computation