Brain Processing of Whole-Number Versus Fraction Comparisons: Impact of Constructivist-Based Task Design on Reaction Time and Distance Effect

• In Event: Brain, Neurosciences, and Education SIG Paper Session 2

Abstract

This study examined how task design, rooted in a constructivist theory of learning and thinking (mind), may impact adults’ brain processing of numerical comparisons. Four independent variables included: numbers compared—whole numbers or unit fractions (1/n); task sequencing—cueing first by a number or by an operation; distance between the two compared numbers—large (1>8?) or small (7>5?); and testing occasion—pre/post a purely conceptual teaching intervention. Two dependent variables included error rate and reaction time. ANOVA showed significant impact of each independent variable on reaction time whereas error rate remained invariant. Implications to mathematics education and cognitive neuroscience are discussed, particularly rethinking the five-decade old Distance Effect and the need to amend the limiting notion of fractions as equal-parts-of-whole.

Authors

• Ron Tzur, University of Colorado - Denver

• Brendan E. Depue, University of Colorado - Boulder