Spontaneously Attending to Quantitative Relations in Non-Explicitly Mathematical Settings Benefits Learning From Math Lessons

• In Event: Addressing Mathematics Learning: Insights From Research on Math Anxiety, Engagement, Mindset, and Metacognitive Monitoring

Abstract

Spontaneously attending to quantitative relations in non-explicitly mathematical settings has been shown to predict children’s math knowledge, including rational numbers, fractions, and algebra. This study examines this relationship more directly to assess its role in math learning, predicting learning from new instruction. Using Structural Equation Model (SEM) analyses, we found that spontaneous attention to quantitative relations uniquely predicted learning outcomes from a two-day math lesson on proportions, controlling for Executive Functions, prior knowledge of proportions, and even spontaneous attention to non-mathematical relations. Spontaneous attention to non-mathematical relations did not predict math learning, highlighting the importance of developing a “quantitative relational mindset” such that students preferentially notice and attend to mathematical relationships in their environments, in optimizing future math learning.

Authors

• Hongyang Zhao, University of California - Irvine

• Ella Rose, University of California - Irvine

• Lindsey E. Richland, University of California - Irvine