Students' performance on missing-value word problems: a cross-national developmental study

被引：11

作者：

Jiang, Ronghuan ^{[1
]}

Li, Xiaodong ^{[2
]}

Fernandez, Ceneida ^{[3
]}

Fu, Xinchen ^{[4
]}

机构：

[1] Beijing Normal Univ, Sch Psychol, Room 1432, Beijing 100875, Peoples R China

[2] Shenzhen Univ, Coll Psychol & Sociol, Normal Coll, Room B431, Shenzhen 518060, Guangdong, Peoples R China

[3] Univ Alicante, Dept Innovac & Formac Didact, Carretera San Vicente del Raspeig S-N, Alicante 03690, Spain

[4] Shenzhen Univ, Coll Psychol & Sociol, 3688 Nanhai Ave, Shenzhen 518060, Guangdong, Peoples R China

来源：

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 2017年 / 32卷 / 04期

关键词：

Additive reasoning; Proportional reasoning; Cross-national study; Overuse of proportionality; NUMBER STRUCTURE; CHINESE;

D O I：

10.1007/s10212-016-0322-9

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study investigates Spanish and Chinese students' performance on both addition problems and proportion problems considering a cross-national perspective. The effect of number structure and nature of quantities was also considered. Nine hundred twenty-five 4th to 8th graders (453 Chinese, 472 Spanish) took a test which is composed of addition and proportion problems in a missing-value format. The findings showed that Chinese students held a different developmental model of the additive and proportional reasoning from Spanish students. Moreover, number structure and nature of quantities had a different impact in each country. These results indicated that students' additive and proportional reasoning may vary from country to country due to the different cultures and educational environments. Further studies with a larger-scale sample will be needed to confirm such cross-national effects.

引用

页码：551 / 570

页数：20

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