Limitations to teaching children 2 + 2 = 4: typical arithmetic problems can hinder learning of mathematical equivalence.
Limitations to teaching children 2 + 2 = 4: typical arithmetic problems can hinder learning of mathematical equivalence.
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教学儿童 2 2 = 4 的局限性：典型的算术问题可能会阻碍数学等价的学习。
DOI：
10.1111/j.1467-8624.2008.01203.x
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发表时间：
2008
影响因子：
4.6
通讯作者：
Nicole M. McNeil
中科院分区：
文献类型：
--
作者：
Nicole M. McNeil
典型的算术题会阻碍数学等价性的学习吗？二年级和三年级学生（7-9岁; N= 80）接受了关于数学等价的课程，无论是否有典型的算术问题（例如，15 + 13 = 28 vs. 28 = 28）。然后孩子们解决数学等价问题（例如，3 + 9 + 5 = 6 + _），转换了课程条件，再次解决了数学等价问题。正确的解决方案是不常见的以下指令与典型的算术问题。在一个补充实验中，五年级学生（10-11岁; N= 19）在对包括典型算术问题在内的数学等价性进行短暂干预后给出的正确答案较少。结果表明，学习受到阻碍时，经验教训激活不适当的现有知识。
Do typical arithmetic problems hinder learning of mathematical equivalence? Second and third graders (7-9 years old; N= 80) received lessons on mathematical equivalence either with or without typical arithmetic problems (e.g., 15 + 13 = 28 vs. 28 = 28, respectively). Children then solved math equivalence problems (e.g., 3 + 9 + 5 = 6 + _), switched lesson conditions, and solved math equivalence problems again. Correct solutions were less common following instruction with typical arithmetic problems. In a supplemental experiment, fifth graders (10-11 years old; N= 19) gave fewer correct solutions after a brief intervention on mathematical equivalence that included typical arithmetic problems. Results suggest that learning is hindered when lessons activate inappropriate existing knowledge.
DOI：
10.1037/0096-3445.127.4.377
发表时间：
1998-12
期刊：
Journal of experimental psychology. General
影响因子：
--
作者：
R. Siegler;Elsbeth Stern
通讯作者：
R. Siegler;Elsbeth Stern
孩子如何改变想法：策略的改变可以是渐进的，也可以是突然的。
DOI：
10.1037//0012-1649.35.1.127
发表时间：
1999
期刊：
Developmental psychology.
影响因子：
--
作者：
Alibali,MW
通讯作者：
Alibali,MW