Article Version of Record

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 implications

Persistent 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
  • Author(s) / Creator(s)
    Vamvakoussi, Xenia
  • Author(s) / Creator(s)
    Christou, Konstantinos P.
  • Author(s) / Creator(s)
    Vosniadou, Stella
  • PsychArchives acquisition timestamp
    2018-11-21T11:42:54Z
  • Made available on
    2018-11-21T11:42:54Z
  • Date of first publication
    2018-06-07
  • 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.
    en_US
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • 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
    en_US
  • ISSN
    2363-8761
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/1286
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.1478
  • Language of content
    eng
  • Publisher
    PsychOpen GOLD
  • Is version of
    https://doi.org/10.5964/jnc.v4i1.82
  • Keyword(s)
    number cognition
    en_US
  • Keyword(s)
    natural number bias
    en_US
  • Keyword(s)
    conceptual change
    en_US
  • Keyword(s)
    rational number development
    en_US
  • Keyword(s)
    educational implications
    en_US
  • Dewey Decimal Classification number(s)
    150
  • Title
    Bridging psychological and educational research on rational number knowledge
    en_US
  • DRO type
    article
  • Issue
    1
  • Journal title
    Journal of Numerical Cognition
  • Page numbers
    84–106
  • Volume
    4
  • Visible tag(s)
    Version of Record