scholarly journals Making sense of the relation between number sense and math

2021 ◽  
Vol 7 (3) ◽  
pp. 308-327 ◽  
Author(s):  
Bert Reynvoet ◽  
Andrew D. Ribner ◽  
Leanne Elliott ◽  
Manon Van Steenkiste ◽  
Delphine Sasanguie ◽  
...  
Keyword(s):  
Problem Solving ◽  
Inhibitory Control ◽  
Number Sense ◽  
Applied Problem ◽  
Comparison Task ◽  
Problem Solving Skills ◽  
Making Sense ◽  
Stimulus Generation ◽  
Numerical Representations ◽  
Symbolic Number

While several studies have shown that the performance on numerosity comparison tasks is related to individual differences in math abilities, others have failed to find such a link. These inconsistencies could be due to variations in which math was assessed, different stimulus generation protocols for the numerosity comparison task, or differences in inhibitory control. This within-subject study is a conceptual replication tapping into the relation between numerosity comparison, math, and inhibition in adults (N = 122). Three aspects of math ability were measured using standardized assessments: Arithmetic fluency, calculation, and applied problem solving skills. Participants’ inhibitory skills were measured using Stroop and Go/No-Go tasks with numerical and non-numerical stimuli. Finally, non-symbolic number sense was measured using two different versions of a numerosity comparison task that differed in the stimulus generation protocols (Panamath; Halberda, Mazzocco & Feigenson, 2008, https://doi.org/10.1038/nature07246; G&R, Gebuis & Reynvoet, 2011, https://doi.org/10.3758/s13428-011-0097-5). We find that performance on the Panamath task, but not the G&R task, related to measures of calculation and applied problem solving but not arithmetic fluency, even when controlling for inhibitory control. One possible explanation is that depending on the characteristics of the stimuli in the numerosity comparison task, the reliance on numerical and non-numerical information may vary and only when performance relies more on numerical representations, a relation with math achievement is found. Our findings help to explain prior mixed findings regarding the link between non-symbolic number sense and math and highlight the need to carefully consider variations in numerosity comparison tasks and math measures.

Problem-Solving Appraisal and Psychological Adjustment

2009 ◽  
pp. 344-356 ◽  
Author(s):  
P. Paul Heppner ◽  
Dong-Gwi Lee ◽  
Lu Tian
Keyword(s):  
Problem Solving ◽  
Positive Psychology ◽  
Psychological Adjustment ◽  
Self Report ◽  
Applied Problem ◽  
Future Research ◽  
Problem Solving Skills ◽  
Training Interventions ◽  
Wide Range ◽  
The Many

How people typically respond to life's problems is of critical importance, particularly how they appraise their problem-solving skills and whether they generally approach or avoid the many problems of life. A critical strength or resource for coping with life's demands is a person's appraisal of his or her problem-solving skills and style. This chapter focuses on how problem-solving appraisal has been empirically demonstrated to be an important asset in living and an important component of positive psychology. Specifically, it begins with a brief history of applied problem-solving appraisal, followed by how it is measured. The Problem Solving Inventory (PSI) has been one of the most widely used self-report inventories in applied problem solving; the PSI has a strong empirical base, and it is strongly linked to a wide range of indices of psychological adjustment, physical health, a wide array of coping activities, and vocational adjustment. The chapter also provides a brief overview of problem-solving training interventions, and finally future research directions and conclusions. Because problem-solving appraisal is learned, this implies that it is amenable to change; this provides hope for millions of people to bring positive change to their lives through the integration of problem solving and positive psychology.

The interplay between non-symbolic number and its continuous visual properties revisited: Effects of mixing trials of different types

2019 ◽  
Vol 73 (5) ◽  
pp. 698-710
Author(s):  
Judit Pekár ◽  
Annette Kinder
Keyword(s):  
Number Sense ◽  
Comparison Task ◽  
Mode Of Presentation ◽  
Pure Number ◽  
Different Types ◽  
Visual Properties ◽  
Symbolic Number ◽  
Complex Influence

In the last few years, the existence of a pure number sense has been challenged. Recent studies suggest that numerosity processing is influenced not only by the number of elements in a display but also by continuous magnitudes, such as the size of the elements. The aim of our study was to replicate and extend the findings by Gebuis and Reynvoet, who systematically manipulated different continuous magnitudes either congruently or incongruently with discrete numerosity. We were particularly interested in finding the same pattern of congruency effects and assess its stability and robustness as this pattern indicates a complex influence of continuous magnitudes on numerosity judgements. We did so by showing stimuli of different conditions either in separate blocks or mixed together while participants solved a dot comparison task. Our results are in line with the notion that discrete number and continuous magnitudes are integrated in numerosity judgements by means of a weighing process. Moreover, our findings suggest that this integration is modified by the mode of presentation (blocked vs. mixed).

Building number sense with Lego® robots

2016 ◽  
Vol 23 (5) ◽  
pp. 310-312 ◽  
Author(s):  
Krista Francis ◽  
Michael Poscente
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Number Sense ◽  
Student Interest ◽  
Mathematical Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Link Type ◽  
Science Technology ◽  
And Mathematics

Lego Mindstorms™ robotics quickly draws children in and provides ample opportunities for engaging them in robust mathematical learning. Two introductory programming tasks empower children to use their creativity and problem-solving skills to build number sense in a fun, engaging learning environment. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms. Send submissions of no more than 1500 words to this department by accessing http://tcm.msubmit.net. See detailed submission guidelines for all departments at http://www.nctm.org/WriteForTCM.

scholarly journals Perceived problem solving skills: As a predictor of prospective teachers’ scientific epistemological beliefs

2016 ◽  
Vol 11 (3) ◽  
pp. 111
Author(s):  
Senar Temel
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Epistemological Beliefs ◽  
Applied Problem ◽  
Regression Analyses ◽  
Problem Solving Skills ◽  
Fall Semester ◽  
Academic Year ◽  
Correlational Model

This study aims to determine the level of perceived problem solving skills of prospective teachers and the relations between these skills and their scientific epistemological beliefs. The study was conducted in the fall semester of 2015-2016 academic year. Prospective teachers were applied Problem Solving Inventory which was developed by Heppner and Petersen (1982) and adapted into Turkish by Savaşır and Şahin (1997) to determine their level of perceived problem solving skills. Also their epistemological beliefs were determined by using The Scientific Epistemological Beliefs Survey which was developed by Pomeroy (1993) and adapted into Turkish by Deryakulu and Hazır Bıkmaz (2003). The correlational model was used in this study. Obtained data were analyzed by regression analyses and results were discussed.

Pattern-Block Puzzlers

2014 ◽  
Vol 20 (8) ◽  
pp. 528
Author(s):  
Cathery Yeh
Keyword(s):  
Problem Solving ◽  
Number Sense ◽  
Geometric Reasoning ◽  
Problem Solving Skills ◽  
Current Article

Postscript items are designed as rich “grab-and-go” resources that any teacher could quickly incorporate into his or her classroom repertoire with little effort and maximum impact. The current article shares ideas for using Pattern Blocks to increase students' creativity and problem solving skills while extending their understanding of geometric reasoning and number sense.

Assessing Collaborative Behavior in Students

2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Seventh Graders ◽  
Computer Assisted ◽  
Personality Tests ◽  
Problem Solving Skills ◽  
Knowledge Application ◽  
Computer Agent ◽  
Collaborative Behavior ◽  
Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

Dimensions of marital conflict and children's social problem-solving skills.

1999 ◽  
Vol 13 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Sherryl H. Goodman ◽  
Bill Barfoot ◽  
Alice A. Frye ◽  
Andrea M. Belli
Keyword(s):  
Problem Solving ◽  
Marital Conflict ◽  
Social Problem ◽  
Social Problem Solving ◽  
Problem Solving Skills
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