Zobrazeno 1 - 10
of 24
pro vyhledávání: '"David W. Braithwaite"'
Publikováno v:
Journal of Educational Psychology. 113:556-571
Learning fractions is a critical step in children’s mathematical development. However, many children struggle with learning fractions, especially fraction arithmetic. In this article, we propose a general framework for integrating understanding of
Publikováno v:
Journal of Educational Psychology. 113:516-529
This study investigated relations between the distribution of practice problems in textbooks and students’ learning of decimal arithmetic. In Study 1, we analyzed the distributions of decimal arithmetic practice problems that appeared in 3 leading
Publikováno v:
Annual Review of Developmental Psychology. 2:413-435
Children's failure to reason often leads to their mathematical performance being shaped by spurious associations from problem input and overgeneralization of inapplicable procedures rather than by whether answers and procedures make sense. In particu
Autor:
Paulo F Carvalho, David W Braithwaite, Joshua R de Leeuw, Benjamin A Motz, Robert L Goldstone
Publikováno v:
PLoS ONE, Vol 11, Iss 3, p e0152115 (2016)
Study sequence can have a profound influence on learning. In this study we investigated how students decide to sequence their study in a naturalistic context and whether their choices result in improved learning. In the study reported here, 2061 unde
Externí odkaz:
https://doaj.org/article/97f1726581f54d21817c5e62ecc83016
Publikováno v:
Journal of experimental psychology. Learning, memory, and cognition. 48(10)
To explain children's difficulties learning fraction arithmetic, Braithwaite et al. (2017) proposed FARRA, a theory of fraction arithmetic implemented as a computational model. The present study tested predictions of the theory in a new domain, decim
Autor:
Lauren Sprague, David W. Braithwaite
Publikováno v:
Cognitive scienceReferences. 45(10)
When, how, and why students use conceptual knowledge during math problem solving is not well understood. We propose that when solving routine problems, students are more likely to recruit conceptual knowledge if their procedural knowledge is weak tha
Autor:
David W. Braithwaite
Publikováno v:
Learning and Individual Differences. 98:102201
Publikováno v:
Journal of experimental child psychology. 213
Understanding fractions and decimals requires not only understanding each notation separately, or within-notation knowledge, but also understanding relations between notations, or cross-notation knowledge. Multiple notations pose a challenge for lear
Publikováno v:
New directions for child and adolescent developmentREFERENCES. 2020(173)
Although almost everyone agrees that the environment shapes children's learning, surprisingly few studies assess in detail the specific environments that shape children's learning of specific content. The present article briefly reviews examples of h
Publikováno v:
Psychological Review. 124:603-625
Many children fail to master fraction arithmetic even after years of instruction, a failure that hinders their learning of more advanced mathematics as well as their occupational success. To test hypotheses about why children have so many difficultie