Inappropriately applying natural number properties in rational number tasks: characterizing the development of the natural number bias through primary and secondary education
Inappropriately applying natural number properties in rational number tasks: characterizing the development of the natural number bias through primary and secondary education
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在有理数任务中不适当地应用自然数属性：通过中小学教育描述自然数偏差的发展
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
W. Van Dooren
中科院分区：
文献类型：
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作者：
Joris J. van Hoof;L. Verschaffel;W. Van Dooren
自然数偏差可以解释学习者在理解有理数时遇到的许多困难。该研究领域区分了三个方面，其中自然数属性有时不适当地应用于有理数任务：密度，大小和操作。本研究的总体目标是描述自然数偏差在4年级和12年级之间的发展。为了达到这一目的，本研究设计了一个综合测验来测试4 ~ 12年级学生的自然数偏误。这项测试对1343名小学和中学学生进行了管理。实验结果表明，在自然数任务中存在着一种整体的偏向，这种偏向在小数任务和分数任务中表现得同样强烈。此外，自然数偏差在大小任务中最弱，在操作任务中稍强，在密度任务中最强。自然数偏差的强度总体上下降，但除了大小任务外没有消失，可以发现年级。
The natural number bias is known to explain many difficulties learners have with understanding rational numbers. The research field distinguishes three aspects where natural number properties are sometimes inappropriately applied in rational number tasks: density, size, and operations. The overall goal of this study was to characterize the development of the natural number bias across the span between 4th and 12th grade. To achieve this goal, a comprehensive test was constructed to test 4th to 12th graders’ natural number bias. This test was administered to 1343 elementary and secondary school students. Results showed that an overall natural number bias could be found. This bias appeared to be equally strong in tasks with decimal numbers and tasks with fractions. Moreover, the natural number bias was weakest in size tasks, somewhat stronger in operations tasks, and by far the strongest in density tasks. An overall decrease of the strength of the natural number bias—but no disappearance except for size tasks—could be found with grade.