CAREER: Magnitude Biases in Mathematical Cognition, Learning, and Development

职业：数学认知、学习和发展的严重偏差

基本信息

批准号：
0950252
负责人：
Hilary Barth
金额：
$ 76.1万
依托单位：
Wesleyan University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2010
资助国家：
美国
起止时间：
2010-07-01 至 2016-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=0950252&HistoricalAwards=false
关键词：
CAREER Magnitude Biases Mathematical Cognition

项目摘要

This project will investigate the role of magnitude biases in mathematical cognition, learning, and development. Magnitude bias refers to the idea that psychological magnitudes are often different from their corresponding actual magnitudes. This proposal lays out evidence for these biases in oft-used research paradigms in numerical cognition that are applicable to math education, describes two sets of studies to investigate these further, and sets the stage for a future career that will investigate educational implications by developing partnerships with educational researchers and practitioners. The first set of experiments investigates the role of abstract magnitude bias in children's learning to integrate their intuitive understanding of quantity with linguistic systems. This work has important theoretical implications for mathematical cognition and learning, and it has demonstrated applications to math education: the developmental changes in question are correlated with changes in school-based math achievement. The second set investigates the role of perceptual magnitude bias in nonverbal quantitative thinking. This work has important theoretical implications for the nature of the representational foundations of children's math knowledge, and it holds promise for educational applications because perceptual biases affect our thinking about the magnitudes of observed items. To the extent that instructional materials such as manipulatives and visualization tools are meant to convey meaningful magnitude information, these biases are likely to affect math concept learning.

该项目将研究幅度偏见在数学认知，学习和发展中的作用。幅度偏见是指心理幅度通常与相应的实际幅度不同的想法。该提案为这些偏见提供了适用于数学教育的数字认知研究范式的证据，描述了两组研究以进一步研究这些研究，并为未来的职业奠定了舞台，该研究将通过与教育研究人员和实践者建立伙伴关系来调查教育意义。第一组实验研究了抽象幅度偏见在儿童学习中的作用，以将其对数量的直观理解与语言系统相结合。这项工作对数学认知和学习具有重要的理论意义，并且已经证明了对数学教育的应用：所讨论的发展变化与基于学校的数学成就的变化相关。第二组研究了感知幅度偏差在非语言定量思维中的作用。这项工作对儿童数学知识的代表性基础的性质具有重要的理论意义，并且对教育应用有希望，因为感知偏见会影响我们对观察到的项目幅度的思考。在某种程度上，诸如操纵和可视化工具之类的教学材料旨在传达有意义的范围信息，这些偏见可能会影响数学概念学习。