- Browse
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
- Navigation and Settings Menu
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
Bluesky
Threads
X (Twitter)
LinkedIn
Instagram
YouTube
Elementary Students' Mathematical Cognition: Insights Into Estimation, Relational Reasoning, and Effective Feedback in Mathematics
Thu, April 24, 3:35 to 5:05pm MDT (3:35 to 5:05pm MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3BSession Type: Paper Session
Abstract
This session explores elementary students’ mathematical cognition, offering evidence-based insights from five studies. The papers report on the optimization of the number line estimation task to accurate assess mathematics cognition; the unique impact of domain-specific relational attention on math problem-solving; how students’ conceptions of the equal sign—sameness versus substitutive—affect their algebraic reasoning; children’s modeling strategies for fraction problems; and the effects of diminishing versus accumulating feedback on effectiveness for supporting problem-solving. These findings provide valuable insights for understanding cognitive development in elementary learners.
Sub Unit
Chair
Papers
Optimizing the 0-100 Number Line Estimation Task: Scale Reduction and Its Implications for Elementary Mathematical Cognition - Kamal Chawla, University of Maine; Julie L. Booth, Temple University; Christina Areizaga Barbieri, University of Delaware
Spontaneous Attention to Quantitative Relations as a Predictor for Mathematics Problem Solving - Ella Rose, University of California - Irvine; Hongyang Zhao, University of California - Irvine; Lindsey E. Richland, University of California - Irvine
More Than the Same: A Substitutive Conception of the Equal Sign Predicts Algebraic Problem Solving - Lauren E. Anthony, University of Wisconsin - Madison; Andrea M. Donovan, University of Wisconsin - Madison; Ana C. Stephens, University of Wisconsin - Madison; Percival Grant Matthews, University of Wisconsin - Madison; Martha W. Alibali, University of Wisconsin - Madison
Lessons Learned From Children’s Answers in Direct Modeling Strategies for Fraction Story Problems - Victoria R. Jacobs, University of North Carolina - Greensboro; Susan B. Empson, University of Missouri; Katherine Collins, University of North Carolina - Greensboro
Optimal Feedback for Students Solving Mathematical Equivalence Problems Differs Between Boys and Girls - Amy Lynn Miyahara, University of Notre Dame; Anna N. Bartel, WestEd; Jodi Davenport, WestEd; Yvonne Kao, WestEd; Shannon Celeste, University of Notre Dame; Nicole M. McNeil, University of Notre Dame