Distinguishing adaptive from routine expertise with rational number arithmetic
Distinguishing adaptive from routine expertise with rational number arithmetic
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DOI：
10.1016/j.learninstruc.2020.101347
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发表时间：
2020-08-01
影响因子：
6.2
通讯作者：
Siegler, Robert S.
中科院分区：
文献类型：
--
作者：
McMullen, Jake;Hannula-Sormunen, Minna M.;Siegler, Robert S.
适应性专业知识是学生数学发展的一个重要但未被充分研究的特征(如Hatano&Oura，2012)。本研究用有理数算术考察了适应性专业知识的性质。因此，我们使用以变量为中心和以人为中心的方法考察了394名7年级和8年级学生的有理数知识。在有理数算术的适应性专业知识方面的表现，即算术句子产生任务，似乎与更常规的表现特征截然不同。即使在前45%的学生中，他们都有很强的常规程序和概念知识，但在算术句子制作任务中，学生的表现差异很大。在这一指标上的出色表现也预示着后来的代数知识。这些发现表明，用有理数区分自适应专业知识和常规专业知识是可能的，这一区别在数学发展研究中是重要的。
Adaptive expertise is a valued, but under-examined, feature of students' mathematical development (e.g. Hatano & Oura, 2012). The present study investigates the nature of adaptive expertise with rational number arithmetic. We therefore examined 394 7th and 8th graders' rational number knowledge using both variable-centered and person-centered approaches. Performance on a measure of adaptive expertise with rational number arithmetic, the arithmetic sentence production task, appeared to be distinct from more routine features of performance. Even among the top 45% of students, all of whom had strong routine procedural and conceptual knowledge, students varied greatly in their performance the arithmetic sentence production task. Strong performance on this measure also predicted later algebra knowledge. The findings suggest that it is possible to distinguish adaptive expertise from routine expertise with rational numbers and that this distinction is important to consider in research on mathematical development.