Learning is effective when it builds on children's existing knowledge in real-world contexts, and early fraction foundations matter because many older children struggle with rational numbers¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The presentation asserts that learning is effective when it builds on children's existing knowledge and real-world connections, and that early start on fraction-related thinking is especially important given older children's difficulty with rational numbers. → The Conceptual Basis for Fractions 2011

Evidence¶

The Conceptual Basis for Fractions 2011¶

The Conceptual Basis for Fractions. (2011). Developed at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. https://creativecommons.org/licenses/by-nc-nd/4.0/

q1 · i? · theoretical · r?

Authors' closing recommendation slide (type e, interpretation). The presentation offers this as a rationale without reporting data: "it is especially important to start early to build the mathematical thinking associated with fractions." No evidence or study is presented for the assertion in this document.

"Learning is effective when it builds on children's existing knowledge, making connections to what they already understand in real-world contexts. Given the difficulty that many older children experience with rational numbers, it is especially important to start early to build the mathematical thinking associated with fractions."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — predictor: learners who differ on it differ in outcomes
• Proportional Reasoning — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Prior Knowledge Determines New Learning — a broader claim this one bears on
• Academic and nonacademic skills developed in preschool and early elementary years are foundational to important longer-term outcomes — a broader claim this one bears on
• Adults learn better when learning content and methods link to their previous experience — related
• The Heising-Simons Foundation funded family engagement providers to develop, test, and integrate research-based early math projects within existing family engagement programs — related
• Many U.S. students enter elementary school with poor math skills — related
• Students want curriculum connected to real life, careers, and life skills, and report that the majority of the high school curriculum lacks real-world application — related
• Many children enter kindergarten without the foundational mathematics skills needed to succeed — related
• Prior knowledge about natural numbers supports students dealing with algebraic properties of rational numbers — a narrower finding that bears on this claim
• Understanding rational numbers is not indiscriminately difficult for students — related
• Instinctive tendencies, particularly those evinced in play, already provide efficient machinery for children's acquaintance with the world — related