Spontaneous Attention to Quantitative Relations as a Predictor for Mathematics Problem Solving

• In Event: Elementary Students' Mathematical Cognition: Insights Into Estimation, Relational Reasoning, and Effective Feedback in Mathematics

Abstract

Being able to recognize relations is crucial for mathematics problem solving as it often requires students to draw connections, identify relationships and make analogies. Recent research shows that spontaneous, unguided attention to relations had important implications for mathematics learning. However, the relative contributions of domain-general (analogical relations in non-math contexts) versus domain-specific relational attention (math relations in non-math contexts) to math problem solving remain unclear. The current study assessed proportional problem solving among 46 fifth- and sixth-graders, and found when both general and quantitative relational attention were considered, only quantitative relational attention uniquely predicted math problem solving beyond other potential contributors (i.e., grade, executive functions). These findings highlight the importance of domain-specific relational attention for math problem solving.

Authors

• Ella Rose, University of California - Irvine

• Hongyang Zhao, University of California - Irvine

• Lindsey E. Richland, University of California - Irvine