Effects of Problem Features on Children's Partitioning Strategies: A Conceptual Replication

• In Event: AERA Poster Session 2
  In Poster Session: Mathematics Learning

Abstract

A conceptual replication was conducted to test the effects of problem features on students’ partitioning strategies in equal-sharing contexts. Fourth graders were randomly assigned to three conditions that differed according to the type of item that required partitioning: (a) grounded-area, everyday items with area attributes, (b) grounded-length, everyday items with length attributes, and (c) idealized, unfamiliar items (i.e., non-words). Data on students’ mental representations suggest that students readily imagined objects with area attributes when solving idealized problems. Students’ strategies did not differ between grounded and idealized problems, nor between area and length problems. Taking the modifications from the original study into account, results suggest that students’ strategies depend on whether the partitioning is conducted on discrete or continuous items.

Authors

• Emmanuelle Adrien, Concordia University - Montreal

• Anne Lafay, Université Savoie Mont Blanc

• Helena P. Osana, Concordia University

• Kiera K. Vaccaro, Concordia University - Montreal

• Katherine Foster, Concordia University - Montreal