Bridging psychological and educational research on rational number knowledge
Author(s) / Creator(s)
Vamvakoussi, Xenia
Christou, Konstantinos P.
Vosniadou, Stella
Abstract / Description
In this paper we focus on the development of rational number knowledge and present three research programs that illustrate the possibility of bridging research between the fields of cognitive developmental psychology and mathematics education. The first is a research program theoretically grounded in the framework theory approach to conceptual change. This program focuses on the interference of prior natural number knowledge in the development of rational number learning. The other two are the research program by Moss and colleagues that uses Case’s theory of cognitive development to develop and test a curriculum for learning fractions, and the research program by Siegler and colleagues, who attempt to formulate an integrated theory of numerical development. We will discuss the similarities and differences between these approaches as a means of identifying potential meeting points between psychological and educational research on numerical cognition and in an effort to bridge research between the two fields for the benefit of rational number instruction.
Keyword(s)
number cognition natural number bias conceptual change rational number development educational implicationsPersistent Identifier
Date of first publication
2018-06-07
Journal title
Journal of Numerical Cognition
Volume
4
Issue
1
Page numbers
84–106
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Vamvakoussi, X., Christou, K. P., & Vosniadou, S. (2018). Bridging psychological and educational research on rational number knowledge. Journal of Numerical Cognition, 4(1), 84–106. https://doi.org/10.5964/jnc.v4i1.82
-
jnc.v4i1.82.pdfAdobe PDF - 272.24KBMD5: 835c648da1f90f28adefee916a205f94
-
There are no other versions of this object.
-
Author(s) / Creator(s)Vamvakoussi, Xenia
-
Author(s) / Creator(s)Christou, Konstantinos P.
-
Author(s) / Creator(s)Vosniadou, Stella
-
PsychArchives acquisition timestamp2018-11-21T11:42:54Z
-
Made available on2018-11-21T11:42:54Z
-
Date of first publication2018-06-07
-
Abstract / DescriptionIn this paper we focus on the development of rational number knowledge and present three research programs that illustrate the possibility of bridging research between the fields of cognitive developmental psychology and mathematics education. The first is a research program theoretically grounded in the framework theory approach to conceptual change. This program focuses on the interference of prior natural number knowledge in the development of rational number learning. The other two are the research program by Moss and colleagues that uses Case’s theory of cognitive development to develop and test a curriculum for learning fractions, and the research program by Siegler and colleagues, who attempt to formulate an integrated theory of numerical development. We will discuss the similarities and differences between these approaches as a means of identifying potential meeting points between psychological and educational research on numerical cognition and in an effort to bridge research between the two fields for the benefit of rational number instruction.en_US
-
Publication statuspublishedVersion
-
Review statuspeerReviewed
-
CitationVamvakoussi, X., Christou, K. P., & Vosniadou, S. (2018). Bridging psychological and educational research on rational number knowledge. Journal of Numerical Cognition, 4(1), 84–106. https://doi.org/10.5964/jnc.v4i1.82en_US
-
ISSN2363-8761
-
Persistent Identifierhttps://hdl.handle.net/20.500.12034/1286
-
Persistent Identifierhttps://doi.org/10.23668/psycharchives.1478
-
Language of contenteng
-
PublisherPsychOpen GOLD
-
Is version ofhttps://doi.org/10.5964/jnc.v4i1.82
-
Keyword(s)number cognitionen_US
-
Keyword(s)natural number biasen_US
-
Keyword(s)conceptual changeen_US
-
Keyword(s)rational number developmenten_US
-
Keyword(s)educational implicationsen_US
-
Dewey Decimal Classification number(s)150
-
TitleBridging psychological and educational research on rational number knowledgeen_US
-
DRO typearticle
-
Issue1
-
Journal titleJournal of Numerical Cognition
-
Page numbers84–106
-
Volume4
-
Visible tag(s)Version of Record