id: 05588463
dt: j
an: 2009e.00113
au: Gilmore, Camilla K.; Papadatou-Pastou, Marietta
ti: Patterns of individual differences in conceptual understanding and
arithmetical skill: A meta-analysis.
so: Math. Think. Learn. 11, No. 1-2, 25-40 (2009).
py: 2009
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: C32 C62 F32
ut: individual differences; meta analysis; concept formation; cognitive
psychology; mathematical concepts; preschool children; arithmetic;
educational research
ci:
li: doi:10.1080/10986060802583923
ab: Summary: Some theories from cognitive psychology and mathematics education
suggest that children’s understanding of mathematical concepts
develops together with their knowledge of mathematical procedures.
However, previous research into children’s understanding of the
inverse relationship between addition and subtraction suggests that
there are individual differences in the way that this concept develops.
To determine whether these differences are reliable and reflect
alternative paths of development, we examined data from 14 studies of
children’s understanding of inversion. Cluster analyses and
meta-analytic techniques were used to quantify the size of the
inversion effect and examine factors influencing its size and to test
the stability of patterns of individual differences across the studies.
Evidence was found for reliable patterns of individual differences,
which have implications for current theories of concept development.
(Contains 1 footnote, 3 tables and 1 figure.) (ERIC)
rv: