The development of children's relational thinking in intensive and comparative extensive quantity settings
This thesis examines the factors that contribute to children's difficulties with relational thinking about intensive quantities. To achieve this, a series of studies were conducted in which children's performance on intensive quantity problems is compared with performance on comparable ext...
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Oxford Brookes University
2008
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495672 |
| Summary: | This thesis examines the factors that contribute to children's difficulties with relational thinking about intensive quantities. To achieve this, a series of studies were conducted in which children's performance on intensive quantity problems is compared with performance on comparable extensive quantity problems. Sufficient evidence was found with non-computational problems to argue that understanding intensive quantities as a quantity expressed as a ratio presents children with a unique challenge, which cannot be explained solely by the need to work with inverse relations. The educational implications of these findings and future directions for research are discussed. |
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