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Area of Science:

  • Cognitive Development
  • Mathematical Cognition
  • Educational Psychology

Background:

  • Children develop proportional reasoning skills at different ages depending on problem format.
  • Continuous quantity problems facilitate intuitive strategies from age 6, while discrete unit problems hinder this until age 10.

Purpose of the Study:

  • To investigate if prompting intuitive reasoning with continuous problems enhances performance on discrete proportional reasoning tasks.
  • To determine age-related differences in the effectiveness of this prompting strategy.

Main Methods:

  • 194 kindergarten, second, and fourth-grade students participated.
  • An experimental group solved continuous problems before discrete problems; a control group solved only discrete problems.
  • A three-way mixed-model analysis of variance analyzed the effects of grade, condition, and trials.

Main Results:

  • Fourth graders in the experimental condition showed improved performance on discrete problems compared to the control group.
  • Kindergarten and second graders did not exhibit significant differences between conditions.
  • This indicates that older children can leverage intuitive strategies when prompted.

Conclusions:

  • Prompting older children with continuous proportional reasoning tasks can enhance their ability to solve discrete proportional reasoning problems.
  • The effectiveness of this strategy is age-dependent, with younger children not benefiting.
  • Findings suggest pedagogical approaches can be tailored to foster intuitive proportional reasoning in older students.