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Distinguishing adaptive from routine expertise with rational number arithmetic
Learning and Instruction ( IF 6.636 ) Pub Date : 2020-05-14 , DOI: 10.1016/j.learninstruc.2020.101347
Jake McMullen , Minna M. Hannula-Sormunen , Erno Lehtinen , Robert S. Siegler

Adaptive expertise is a valued, but under-examined, feature of students' mathematical development (e.g. Hatano & Oura, 2012). The present study investigates the nature of adaptive expertise with rational number arithmetic. We therefore examined 394 7th and 8th graders’ rational number knowledge using both variable-centered and person-centered approaches. Performance on a measure of adaptive expertise with rational number arithmetic, the arithmetic sentence production task, appeared to be distinct from more routine features of performance. Even among the top 45% of students, all of whom had strong routine procedural and conceptual knowledge, students varied greatly in their performance the arithmetic sentence production task. Strong performance on this measure also predicted later algebra knowledge. The findings suggest that it is possible to distinguish adaptive expertise from routine expertise with rational numbers and that this distinction is important to consider in research on mathematical development.



中文翻译:

用有理数算法将自适应与常规专业知识区分开

适应性专业知识是学生数学发展的重要但未得到充分重视的特征(例如Hatano&Oura,2012年)。本研究调查了有理数算法的自适应专业知识的性质。因此,我们使用以变量为中心和以人为中心的方法研究了394年级和8年级学生的有理数知识。用有理数算术(算术语句产生任务)在适应性专业知识上的表现似乎不同于表现的更多常规特征。即使是在具有较高的常规程序和概念知识的前45%的学生中,学生在算术句子生成任务方面的表现差异也很大。在该度量上的强大性能还可以预测以后的代数知识。

更新日期:2020-05-14
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