Zobrazeno 1 - 10
of 33
pro vyhledávání: '"Jo Van Hoof"'
Publikováno v:
Avances de Investigación en Educación Matemática, Iss 22 (2022)
The present cross-sectional study investigated 953 fifth to tenth grade students’ understanding of the dense structure of rational numbers. After an inductive analysis, coding the answers based on three types of items on density, a TwoStep Cluster
Externí odkaz:
https://doaj.org/article/4c7a05fa93444806977712a91aa928c9
Autor:
Nathan T. T. Lau, Eric D. Wilkey, Mojtaba Soltanlou, Rebekka Lagacé Cusiac, Lien Peters, Paul Tremblay, Celia Goffin, Isabella Starling Alves, Andrew David Ribner, Clarissa Thompson, Jo Van Hoof, Julia Bahnmueller, Aymee Alvarez, Elien Bellon, Ilse Coolen, Fanny Ollivier, Daniel Ansari
Publikováno v:
Royal Society Open Science, Vol 9, Iss 3 (2022)
During the COVID-19 pandemic, people across the globe have been exposed to large amounts of statistical data. Previous studies have shown that individuals' mathematical understanding of health-related information affects their attitudes and behaviour
Externí odkaz:
https://doaj.org/article/28dd4bff76824430b03f0aa1d4bdbec1
Publikováno v:
Journal of Numerical Cognition, Vol 6, Iss 1, Pp 22-49 (2020)
When reasoning about numbers, students are susceptible to a natural number bias (NNB): When reasoning about non-natural numbers they use properties of natural numbers that do not apply. The present study examined the NNB when students are asked to ev
Externí odkaz:
https://doaj.org/article/c7d89ae794054c3cbf3d70d71268ef40
Publikováno v:
Cadernos de Pesquisa, Vol 51 (2021)
Resumen El objetivo de este estudio fue examinar las competencias numéricas tempranas de 355 niños ecuatorianos al iniciar el jardín infantil, teniendo en cuenta el tipo de escuela a la que asisten. Los niños resolvieron una prueba de habilidades
Externí odkaz:
https://doaj.org/article/a2dc1978bc5348d988c18c1560a8d30e
Publikováno v:
Studia Psychologica, Vol 63, Iss 1 (2021)
Previous research amply showed the importance of a good fraction understanding but also people’s lack of fraction understanding. It is therefore important to investigate the cognitive processes that underlie reasoning with fractions. The present st
Externí odkaz:
https://doaj.org/article/33102db693ee48ac883b51a0cd5deb0f
Publikováno v:
Mathematical Cognition and Understanding ISBN: 9783031291944
Fractions are fundamental in students’ mathematical development. However, for many students, they are known to be a major stumbling block. In this chapter, we examine the obstacles elementary school children face when they learn fractions, through
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::45aa74507640b0993012fdd320720518
https://doi.org/10.1007/978-3-031-29195-1_11
https://doi.org/10.1007/978-3-031-29195-1_11
The relationship between primary school children’s inhibition and the processing of rational numbers
Publikováno v:
European Journal of Psychology of Education.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6441dc203a87fee3bdab8b00ab84a5a
https://doi.org/10.1007/s10212-022-00669-y
https://doi.org/10.1007/s10212-022-00669-y
The literature has amply shown that primary and secondary school students have difficulties in understanding rational number size. Many of these difficulties are explained by the natural number bias or the use of other incorrect reasoning such as gap
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::69e737459fa5860f7b8e66da239e1f30
https://lirias.kuleuven.be/handle/20.500.12942/708037
https://lirias.kuleuven.be/handle/20.500.12942/708037
Publikováno v:
Journal of Numerical Cognition, Vol 6, Iss 1, Pp 22-49 (2020)
When reasoning about numbers, students are susceptible to a natural number bias (NNB): When reasoning about non-natural numbers they use properties of natural numbers that do not apply. The present study examined the NNB when students are asked to ev
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::02d29c4e5b8c0094b1423f4116a0d87c
https://doi.org/10.5964/jnc.v6i1.228
https://doi.org/10.5964/jnc.v6i1.228
Although a good rational number understanding is of crucial importance for learners’ general maths achievement, many learners have misconceptions about fractions. An often described misconception i...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::45c2d6b6f164b93df5797ce65baebd68
https://lirias.kuleuven.be/handle/123456789/675221
https://lirias.kuleuven.be/handle/123456789/675221