The effect of inhibitory control on general mathematics achievement and fraction comparison in middle school children

Gómez, David M.; Jiménez, Abelino; Bobadilla, Roberto; Reyes, Cristián; Dartnell, Pablo

doi:10.1007/s11858-015-0685-4

Cited by 56 publications

(84 citation statements)

References 44 publications

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“…Research has shown that proportional reasoning is difficult for many students and adults (e.g., Gómez et al, 2015;Inhelder & Piaget, 1958;Karplus, Pulos, & Stage 1983;Lamon, 2007;Moss & Case, 1999;Ni & Zhou, 2005;Noelting, 1980aNoelting, , 1980bReiss et al, 1985;Siegler, 1976). The following example demonstrates a common difficulty associated with comparison of ratios.…”

Section: Introductionmentioning

confidence: 91%

Proportional reasoning: Reducing the interference of natural numbers through an intervention based on the problem-solving framework of executive functions

Babai¹,

Cohen²,

Stavy³

2018

Neuroed

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According to the problem-solving framework of executive functions, the first step is to construct a problem space, i.e., the representation of the problem and its possible solutions. We explored how different problem spaces affect students' proportional reasoning. Proportional reasoning is important in school and in everyday life. It involves the comparison of ratios and is known to be difficult. Previous studies have shown that difficulties in proportional reasoning may stem from the interference of the automatic comparison of the salient natural numbers that comprise the ratios. We designed two equivalent comparison of ratios tests that were visually very similar, the Drops test and the Juice test. In the Drops test, tenth graders were asked to compare the intensity of color of mixtures of red and white paint drops. In the Juice test, they were asked to compare the amount of juice each child receives when equally dividing the contents of cups of juice among children in each group. The Juice test was aimed at presenting the task in a mode leading to a problem space that directs students to calculate "rate per unit," thereby reducing the interference of the automatic comparison of the salient natural numbers. The findings indicated that success in the Juice test was higher than in the Drops test. Moreover, success in the Drops test was higher when performed after the Juice test. The current study suggests using modes of presentation that lead to problem spaces that direct students to use appropriate solution strategies, hence aiding them in overcoming difficulties. Using modes or orders of presentation could serve as important tools for educators in science and mathematics and could lead to higher academic achievements among their students.

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Section: Introductionmentioning

confidence: 91%

Proportional reasoning: Reducing the interference of natural numbers through an intervention based on the problem-solving framework of executive functions

Babai¹,

Cohen²,

Stavy³

2018

Neuroed

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“…These skills collaborate with components of executive functions to achieve good abilities in mathematics for students (Gilmore & Cragg, 2014). Previous studies reported that mathematical achievements influenced by working memory (Cragg, Richardson, Hubber, Keeble, & Gilmore, 2017), inhibition control (Gómez, Jiménez, Bobadilla, Reyes, & Dartnell, 2015) and shifting (Poorghorban, Jabbari, & Chamandar, 2018). Executive function low capacity as a predictor for students' difficulty in learning mathematics.…”

Section: Teachers' Understanding About Executive Function Toward Mathmentioning

confidence: 98%

Teachers’ Understanding About Executive Function Toward Mathematics

Siregar¹,

Wimbarti²,

Koesrohmaniah³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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This study aims to explore teacher knowledge related to the skills involved in mathematics learning in the classroom and explore teacher knowledge about the important role of executive functions in mathematics learning. The method of this research was using a survey. The participants were 50 elementary school teachers asked to fill out a questionnaire about the importance of skills in several aspects: mathematics-specific (MS); executive function (EF); and other skills (OS) in mathematics learning. The results showed the importance of skills in all three aspects of mathematics learning. Teacher teaching experience has a significant effect on aspects of MS and OS but has no significant effect on aspects of EF's role. The frequency of training has a significant effect on all skills. Especially for EF which comprises items manipulate abstract information (MAI), stores and manipulate information in their head (SMITH), focusing on relevant information and avoiding distractions (FRIAD), It found that teaching experience only affected SMITH and BATF items, while training frequency affected all items. The findings support previous research results that report the important role of executive functions and other mathematical skills. This finding also showed the awareness of primary school teachers regarding the role of executive functions (EF) not based on length of employment but the emergence of an awareness of the importance of these skills after professional training, for example how to improve working memory for students mathematical learning difficulty. The recommendation for future research to design teacher teaching training based on executive function.

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“…This line of research also investigates the possible connections between the manifestation of the bias and domain-general executive function skills such as inhibitory control (Gómez, Jiménez, Bobadilla, Reyes, & Dartnell, 2015;Vosniadou, 2014). In a similar vein, the interference of natural number representations in the processing of fraction magnitudes is investigated using methods based on the priming effect, on the Stroop effect, on the SNARC effect, and also with neuroimaging (e.g., Bonato, Fabbri, Umiltà, & Zorzi, 2007; Jacob, Vallentin, & Nieder, 2012; Kallai & Tzelgov, 2012;Meert, Grégoire, & Noël, 2009;Tzelgov, Ganor-Stern, Kallai, & Pinhas, 2013).…”

Section: The Problem Of Adverse Effects Of Natural Number Knowledge Omentioning

confidence: 99%

Bridging psychological and educational research on rational number knowledge

2018

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In this paper we focus on the development of rational number knowledge and present three research programs that illustrate the possibility of bridging research between the fields of cognitive developmental psychology and mathematics education. The first is a research program theoretically grounded in the framework theory approach to conceptual change. This program focuses on the interference of prior natural number knowledge in the development of rational number learning. The other two are the research program by Moss and colleagues that uses Case's theory of cognitive development to develop and test a curriculum for learning fractions, and the research program by Siegler and colleagues, who attempt to formulate an integrated theory of numerical development. We will discuss the similarities and differences between these approaches as a means of identifying potential meeting points between psychological and educational research on numerical cognition and in an effort to bridge research between the two fields for the benefit of rational number instruction.Keywords: number cognition, natural number bias, conceptual change, rational number development, educational implications Numerical cognition is a research area that appeals to mathematics education researchers, to cognitivedevelopmental psychologists and to neuroscientists. However, the researchers coming from these different fields approach numerical cognition in different ways in terms of theoretical perspectives, questions asked, methodologies used, and most importantly, of end goals (Berch, 2016). Thus there is great need for dialogue between psychological and educational research, particularly when it comes to implications for instruction. In With this article we contribute to this effort, arguing that some of the research that lies in the intersection of cognitive-developmental psychology and mathematics education can be fruitful for both fields and very relevant for instruction. We focus on the development of rational number knowledge and we present our research jnc.psychopen.eu | 2363-8761 program that is theoretically grounded in the framework theory approach to conceptual change (Vosniadou, Vamvakoussi, & Skopeliti, 2008;Vosniadou & Verschaffel, 2004). This research program focuses on the adverse effects of prior number knowledge in the transition from natural to rational numbers (aka the natural number bias) and the challenges it presents for students' numerical and algebraic reasoning. This phenomenon has been long noticed and studied by mathematics education researchers and has more recently attracted much attention by psychologists and neuroscientists. Apart from being a phenomenon of interest to both fields, research on the natural number bias has many important implications for instruction. We will compare our research program to two other programs that also illustrate the possibility of bridging research between psychology and mathematics education. The first is a program by Moss and colleagues who developed and tested a curriculum fo...

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The effect of inhibitory control on general mathematics achievement and fraction comparison in middle school children

Cited by 56 publications

References 44 publications

Proportional reasoning: Reducing the interference of natural numbers through an intervention based on the problem-solving framework of executive functions

Proportional reasoning: Reducing the interference of natural numbers through an intervention based on the problem-solving framework of executive functions

Teachers’ Understanding About Executive Function Toward Mathematics

Bridging psychological and educational research on rational number knowledge

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