Elementary

How Proportional Reasoning Relates to Whole Number Operations and Numerical Estimation in Elementary School Children

Principal Investigator: 
Ty Boyer
Project Overview
Background & Purpose: 

The purpose of this project is to examine individual differences and potential context effects on a range of quantitative tasks throughout development in childhood. The results will contribute to an understanding of how to best instruct children in mathematical concepts, with direct implications for STEM educational practices.

Setting: 

The research will be conducted in elementary schools in the South Eastern United States, in the county or counties that surround the institution affiliated with the research, Georgia Southern University.

Research Design: 

The project uses a cross-sectional research design and will generate evidence that is causal [structural models]. Original data are being collected on elementary school students (K-5) using school records, assessments of learning, and completion of a computerized problem-solving experiment. A battery of proportional judgment, quantitative comparison, and numeric estimation experimental tasks are being used. Data from the computerized experimental tasks on proportion correct and response times will be analyzed using inferential statistics.

Findings: 

Findings will be posted as they become available.

Discipline: 
Math
Cognitive Science
State: 
Georgia
Target Population: 
Elementary
School Personnel
Informal Settings
Research Design: 
Causal

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