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From Non-symbolic to Symbolic Proportions and Back: A Cuisenaire Rod Proportional Reasoning Intervention Enhances Continuous Proportional Reasoning Skills

The persistent educational challenges that fractions pose call for developing novel instructional methods to better prepare students for fraction learning. Here, we examined the effects of a 24-session, Cuisenaire rod intervention on a building block for symbolic fraction knowledge, continuous and d...

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Autores principales: Abreu-Mendoza, Roberto A., Coulanges, Linsah, Ali, Kendell, Powell, Arthur B., Rosenberg-Lee, Miriam
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8177818/
https://www.ncbi.nlm.nih.gov/pubmed/34093313
http://dx.doi.org/10.3389/fpsyg.2021.633077
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author Abreu-Mendoza, Roberto A.
Coulanges, Linsah
Ali, Kendell
Powell, Arthur B.
Rosenberg-Lee, Miriam
author_facet Abreu-Mendoza, Roberto A.
Coulanges, Linsah
Ali, Kendell
Powell, Arthur B.
Rosenberg-Lee, Miriam
author_sort Abreu-Mendoza, Roberto A.
collection PubMed
description The persistent educational challenges that fractions pose call for developing novel instructional methods to better prepare students for fraction learning. Here, we examined the effects of a 24-session, Cuisenaire rod intervention on a building block for symbolic fraction knowledge, continuous and discrete non-symbolic proportional reasoning, in children who have yet to receive fraction instruction. Participants were 34 second-graders who attended the intervention (intervention group) and 15 children who did not participate in any sessions (control group). As attendance at the intervention sessions was irregular (median = 15.6 sessions, range = 1–24), we specifically examined the effect of the number of sessions completed on their non-symbolic proportional reasoning. Our results showed that children who attended a larger number of sessions increased their ability to compare non-symbolic continuous proportions. However, contrary to our expectations, they also decreased their ability to compare misleading discretized proportions. In contrast, children in the Control group did not show any change in their performance. These results provide further evidence on the malleability of non-symbolic continuous proportional reasoning and highlight the rigidity of counting knowledge interference on discrete proportional reasoning.
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spelling pubmed-81778182021-06-05 From Non-symbolic to Symbolic Proportions and Back: A Cuisenaire Rod Proportional Reasoning Intervention Enhances Continuous Proportional Reasoning Skills Abreu-Mendoza, Roberto A. Coulanges, Linsah Ali, Kendell Powell, Arthur B. Rosenberg-Lee, Miriam Front Psychol Psychology The persistent educational challenges that fractions pose call for developing novel instructional methods to better prepare students for fraction learning. Here, we examined the effects of a 24-session, Cuisenaire rod intervention on a building block for symbolic fraction knowledge, continuous and discrete non-symbolic proportional reasoning, in children who have yet to receive fraction instruction. Participants were 34 second-graders who attended the intervention (intervention group) and 15 children who did not participate in any sessions (control group). As attendance at the intervention sessions was irregular (median = 15.6 sessions, range = 1–24), we specifically examined the effect of the number of sessions completed on their non-symbolic proportional reasoning. Our results showed that children who attended a larger number of sessions increased their ability to compare non-symbolic continuous proportions. However, contrary to our expectations, they also decreased their ability to compare misleading discretized proportions. In contrast, children in the Control group did not show any change in their performance. These results provide further evidence on the malleability of non-symbolic continuous proportional reasoning and highlight the rigidity of counting knowledge interference on discrete proportional reasoning. Frontiers Media S.A. 2021-05-21 /pmc/articles/PMC8177818/ /pubmed/34093313 http://dx.doi.org/10.3389/fpsyg.2021.633077 Text en Copyright © 2021 Abreu-Mendoza, Coulanges, Ali, Powell and Rosenberg-Lee. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Abreu-Mendoza, Roberto A.
Coulanges, Linsah
Ali, Kendell
Powell, Arthur B.
Rosenberg-Lee, Miriam
From Non-symbolic to Symbolic Proportions and Back: A Cuisenaire Rod Proportional Reasoning Intervention Enhances Continuous Proportional Reasoning Skills
title From Non-symbolic to Symbolic Proportions and Back: A Cuisenaire Rod Proportional Reasoning Intervention Enhances Continuous Proportional Reasoning Skills
title_full From Non-symbolic to Symbolic Proportions and Back: A Cuisenaire Rod Proportional Reasoning Intervention Enhances Continuous Proportional Reasoning Skills
title_fullStr From Non-symbolic to Symbolic Proportions and Back: A Cuisenaire Rod Proportional Reasoning Intervention Enhances Continuous Proportional Reasoning Skills
title_full_unstemmed From Non-symbolic to Symbolic Proportions and Back: A Cuisenaire Rod Proportional Reasoning Intervention Enhances Continuous Proportional Reasoning Skills
title_short From Non-symbolic to Symbolic Proportions and Back: A Cuisenaire Rod Proportional Reasoning Intervention Enhances Continuous Proportional Reasoning Skills
title_sort from non-symbolic to symbolic proportions and back: a cuisenaire rod proportional reasoning intervention enhances continuous proportional reasoning skills
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8177818/
https://www.ncbi.nlm.nih.gov/pubmed/34093313
http://dx.doi.org/10.3389/fpsyg.2021.633077
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