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  1. Home
  3. Understanding Development Requires Assessing The Relevant Environment: Examples From Mathematics Learning.
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  3. Understanding Development Requires Assessing The Relevant Environment: Examples From Mathematics Learning.

Related Experiment Video

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Understanding development requires assessing the relevant environment: Examples from mathematics learning.

Robert S Siegler1,2, Soo-Hyun Im3, David Braithwaite4

  • 1Department of Human Development, Teachers College, Columbia University, New York.

New Directions for Child and Adolescent Development
|October 8, 2020

View abstract on PubMed

Summary
This summary is machine-generated.

Mathematics textbooks significantly impact children's learning of fraction arithmetic. Biased problem distributions in US textbooks correlate with learning difficulties, but interventions can improve fraction comprehension.

Keywords:
children's learningdecimalsfraction arithmeticfractionsmathematicsnumbertextbooks

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Environmental factors profoundly influence children's learning, yet specific environmental impacts on content acquisition are under-researched.
  • Textbook content and problem distribution represent a critical, yet often overlooked, learning environment.

Purpose of the Study:

  • To investigate how biased problem distributions in mathematics textbooks affect children's learning of fraction arithmetic.
  • To identify parallels between underrepresented problem types in textbooks and areas where children exhibit learning difficulties.
  • To explore potential interventions for improving fraction arithmetic learning.

Main Methods:

  • Review of existing literature on environmental influences on child development.
  • In-depth analysis of mathematics textbook content, focusing on fraction arithmetic problem distribution in the US.
  • Comparison of textbook problem types with documented areas of student difficulty.
  • Examination of learning patterns in children exposed to biased textbook distributions.
  • Presentation of findings from a targeted educational intervention.

    • Main Results:

    • Significant correlations were found between the rarity of specific problem types in US textbooks and areas where children experience unexpected difficulties in fraction arithmetic.
    • Some children successfully learn fraction arithmetic despite encountering biased problem distributions.
    • An intervention demonstrated a measurable improvement in children's fraction learning outcomes.

    Conclusions:

    • The distribution of problems in educational materials, such as mathematics textbooks, is a crucial environmental factor influencing children's learning.
    • Addressing biases in textbook content and problem types can enhance children's understanding and mastery of complex mathematical concepts like fraction arithmetic.
    • Targeted interventions can effectively mitigate the negative impacts of environmental learning biases and improve educational outcomes.