Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/34875

Title: The cost of multiple representations: learning number symbols with abstract and concrete representations
Authors: Bennett, Amy
Inglis, Matthew
Gilmore, Camilla K.
Issue Date: 2018
Publisher: American Psychological Association
Citation: BENNETT, A., INGLIS, M. and GILMORE, C.K., 2018. The cost of multiple representations: learning number symbols with abstract and concrete representations. Journal of Educational Psychology, [in press].
Abstract: Parents are frequently advised to use number books to help their children learn the meaning of number words and symbols. How should these resources be designed to best support learning? Previous research has shown that number books typically include multiple concrete representations of number. However, a large body of mathematics education research has demonstrated that there may be costs, as well as benefits, to using both multiple representations and concrete representations when learning mathematical concepts. Here we used an artificial symbol learning paradigm to explore whether the use of abstract (arrays of dots) or multiple concrete (changing arrays of pictures) numerical representations resulted in better learning of novel numerical symbols by children. Across three experiments we found that children who learned the meaning of novel symbols by pairing them with numerosities represented by arrays of dots performed better on a subsequent symbolic comparison task than those who paired them with multiple concrete representations, or a mixture of abstract and multiple concrete representations. This advantage was not due to abstract representations being inherently superior to concrete representations, but instead to the use of multiple concrete representations. We conclude that the very common practice of using multiple concrete representations in children’s number books may not be the most effective to support children’s early number learning.
Description: This paper is closed access until it is published.
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/34875
Publisher Link: http://www.apa.org/pubs/journals/edu/index.aspx
ISSN: 0022-0663
Appears in Collections:Closed Access (Mathematics Education Centre)

Files associated with this item:

File Description SizeFormat
JEdPsych2018_final.pdfAccepted version687.31 kBAdobe PDFView/Open

 

SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.