id: 06498207
dt: j
an: 2015f.00587
au: Van Hoof, Jo; Janssen, Rianne; Verschaffel, Lieven; Van Dooren, Wim
ti: Inhibiting natural knowledge in fourth graders: towards a comprehensive
test instrument.
so: ZDM, Math. Educ. 47, No. 5, 849-857 (2015).
py: 2015
pu: Springer, Berlin/Heidelberg
la: EN
cc: F43 F33 D73 C43 C33
ut: rational numbers; natural number bias; item response theory; conceptual
change
ci:
li: doi:10.1007/s11858-014-0650-7
ab: Summary: While understanding rational numbers forms an essential part of
mathematical literacy, research has repeatedly shown that they form a
stumbling block in education. A big source of difficulty is the
inappropriate application of natural number knowledge. The research
literature points at three main aspects where natural number knowledge
is inappropriately applied: density, operations, and size. While there
are numerous test instruments to assess each of these aspects, none of
them combines all aspects in an integrated manner. By creating such a
comprehensive test instrument and applying it to fourth graders, we
found that the strength of the natural number bias was largest in
density items, but still clearly present in items about size and
operations. We further found that fourth graders’ rational number
reasoning ‒ more specifically their ability to inhibit the
inappropriate use of natural number knowledge ‒ can be described by a
one-dimensional construct.
rv: