ERIC Number: EJ786689
Record Type: Journal
Publication Date: 2008
Reference Count: 0
Inter- and Intra-Individual Variability in the Process of Change in the Use of Analogical Strategies to Solve Geometric Tasks in Children: A Microgenetic Analysis
Tunteler, Erika; Pronk, Christine M. E.; Resing, Wilma C. M.
Learning and Individual Differences, v18 n1 p44-60 2008
This study focused on unprompted changes in children's analogical reasoning on geometric tasks and the additional effect of a short training procedure. Participants were 36 grade 1 level children (M = 6;8 years) divided over a not-trained and a trained condition. The study was a 5-sessions migrogenetic procedure, with a follow-up test session after 3 months. The results showed considerable inter-and intra-individual variability in the process of change in the use of analogical strategies in both not-trained and trained children. Repeated practice, without explicit prompting, caused a spontaneous improvement in analogical reasoning. This improvement was mainly due to an increase in implicit analogical reasoning. The short training procedure caused an improvement above and beyond that of practice alone (EStrained/not-trained = 0.96), inducing in 9 children a continuation of a gradual process of change, while in 4 other children it caused a rather rapid change in analogical performance. The training effect was greatly due to an increase in explicit analogical reasoning. Both effects were still visible after a period of 3 months. Because the study may have implications for geometric learning with young children, the authors recommend further investigations of young children's use of analogies on tasks involving geometric transformations. The authors also recommend further research into transfer to other mathematical competencies to investigate implications for mathematics besides geometry.
Descriptors: Investigations, Transfer of Training, Young Children, Logical Thinking, Geometric Concepts, Grade 1, Transformations (Mathematics), Individual Differences, Matched Groups, Learning Strategies, Cognitive Style, Drills (Practice)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: email@example.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Grade 1
Authoring Institution: N/A