id: 06645074
dt: j
an: 2016f.00921
au: DeWolf, Melissa; Bassok, Miriam; Holyoak, Keith J.
ti: A set for relational reasoning: facilitation of algebraic modeling by a
fraction task.
so: J. Exp. Child Psychol. 152, 351-366 (2016).
py: 2016
pu: Elsevier, Amsterdam
la: EN
cc: F43 F93 H33
ut: rational numbers; fractions; algebra; relational modeling; numerical
cognition; word problems; problem solving
ci:
li: doi:10.1016/j.jecp.2016.06.016
ab: Summary: Recent work has identified correlations between early mastery of
fractions and later math achievement, especially in algebra. However,
causal connections between aspects of reasoning with fractions and
improved algebra performance have yet to be established. The current
study investigated whether relational reasoning with fractions
facilitates subsequent algebraic reasoning using both pre-algebra
students and adult college students. Participants were first given
either a relational reasoning fractions task or a fraction algebra
procedures control task. Then, all participants solved word problems
and constructed algebraic equations in either multiplication or
division format. The word problems and the equation construction tasks
involved simple multiplicative comparison statements such as “There
are 4 times as many students as teachers in a classroom.” Performance
on the algebraic equation construction task was enhanced for
participants who had previously completed the relational fractions task
compared with those who completed the fraction algebra procedures task.
This finding suggests that relational reasoning with fractions can
establish a relational set that promotes students’ tendency to model
relations using algebraic expressions.
rv: