Cognitive and maths-specific predictors of fraction conceptual knowledge

Las fracciones: conocimiento del profesorado y su contribución en la enseñanza para el estudiantado de cuarto grado en escuelas chilenas

“…El tema de las fracciones es un componente crítico en el plan de estudios de matemáticas en las escuelas primarias y secundarias de todo el mundo. El conocimiento de las fracciones predice el aprendizaje del álgebra y, por lo tanto, sienta las bases para la adquisición de conceptos más avanzados (Azid et al, 2020;Barbieri et al, 2021;Braithwaite y Siegler, 2021;Soni y Okamoto, 2020;Stelzer et al, 2021;Zhang et al, 2021). Sin embargo, numerosas investigaciones han informado que la fracción es una de las nociones matemáticas más difíciles de entender por el estudiantado (Deringöl, 2019;Lenz et al, 2019;Xu et al, 2022).…”

Facilitating STEM learning by concept maps and worked examples

“…The authors explain the significance of the measures and variables studied in thorough detail and document their suitability for the practice of STEM learning. Stelzer et al (2021) demonstrated through their study that conceptual knowledge for fractional arithmetic is shaped by general and math-specific cognitive factors. Fluid intelligence and division skills emerged as the most significant predictors of successful fractions understanding for fifth graders.…”

Effects of Digital Learning Materials on nursing students’ mathematics learning, self-efficacy, and task value in vocational education

“…For this reason, the mathematical procedures must be identifiable: the students should learn cognitive and appropriate rules for developing the competencies necessary in complex care situations within their future jobs. Stelzer et al (2019) refer to general and maths-specific conditions that foster mathematical conceptual knowledge. The domain-specific mathematical knowledge, defined by Alexander and Judy (1988) as declarative, procedural, and conditional knowledge, is the knowledge that nursing students must possess.…”

“…Nurses' competencies in dose calculation are therefore of vital importance. These competencies are gained not only from the teaching of medical mathematics in the context of real life situations, but also from the teaching of ordinary computational skills, such as the addition, subtraction, multiplication and division of whole numbers, decimals and fractions, and conversions between decimals and fractions (Stelzer et al, 2019;Weeks et al, 2000). Not every student is aware of the procedural knowledge that contains the items of declarative knowledge needed when solving problems step-by-step (Anderson and Schunn, 2000;Ashcraft and Krause, 2007;Daubert and Ramani, 2019).…”