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Title: Patterns of individual differences in conceptual understanding and arithmetical skill: a meta-analysis
Authors: Gilmore, Camilla K.
Papadatou-Pastou, Marietta
Issue Date: 2009
Publisher: © Routledge (Taylor & Francis)
Citation: GILMORE, C.K. and PAPADATOU-PASTOU, M., 2009. Patterns of individual differences in conceptual understanding and arithmetical skill: a meta-analysis. Mathematical Thinking and Learning, 11 (1-2), pp. 25-40
Abstract: Some theories from cognitive psychology and mathematics education suggest that children's understanding of mathematical concepts develops together with their knowledge of mathematical procedures. However, previous research into children's understanding of the inverse relationship between addition and subtraction suggests that there are individual differences in the way that this concept develops. To determine whether these differences are reliable and reflect alternative paths of development, we examined data from 14 studies of children's understanding of inversion. Cluster analyses and meta-analytic techniques were used to quantify the size of the inversion effect and examine factors influencing its size and to test the stability of patterns of individual differences across the studies. Evidence was found for reliable patterns of individual differences, which have implications for current theories of concept development.
Description: This article was published in the journal, Mathematical Thinking and Learning [© Routledge (Taylor and Francis)]. The definitive version is available at: http://dx.doi.org/10.1080/10986060802583923
Version: Accepted for publication
DOI: 10.1080/10986060802583923
URI: https://dspace.lboro.ac.uk/2134/8758
Publisher Link: http://www.tandfonline.com/doi/full/10.1080/10986060802583923
ISSN: 1098-6065
Appears in Collections:Published Articles (Mathematics Education Centre)

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