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The Development of Situational Mathematical Ability Lags behind the Development of Symbolic Mathematical Ability

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Title: The Development of Situational Mathematical Ability Lags behind the Development of Symbolic Mathematical Ability
Language: English
Authors: Chaoran Shen, Qingyuan Chen, Nan Zhang, Fengxin Diao, Pengfei Liu, Xinlin Zhou (ORCID 0000-0002-3530-0922)
Source: European Journal of Psychology of Education. 2025 40(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Elementary School Mathematics, Elementary School Students, Middle School Mathematics, Middle School Students, Mathematics Education, Symbolic Learning, Mathematical Logic, Situated Learning, Academic Ability, Authentic Learning, Fractions, Mathematics Achievement, Achievement Gains, Mathematics Curriculum, Curriculum Development, Curriculum Evaluation
DOI: 10.1007/s10212-024-00924-4
ISSN: 0256-2928
1878-5174
Abstract: The ability to apply mathematical knowledge to solve real-life problems is often considered one of the fundamental educational goals. However, more attention in mathematics education has been given to the development of abstract mathematical computations in symbolic form. The current investigation aims to disclose whether there are different trajectories for symbolic mathematical ability and situational mathematical ability (referred to as symbolic ability and situational ability). This cross-sectional study employed six online tasks and three offline paper-and-pencil tasks among 183 sixth-grade students in primary school and 180 seventh- to eighth-grade students in middle school. The results showed that symbolic ability, assessed through fraction division, fraction multiplication and number series completion, increased from primary school to middle school. This ability was also reflected in the procedural understanding involved in the schematic drawing of fractions and word problem composition. Their situational ability, as displayed by the construction of appropriate situations according to a prescribed arithmetic formula, decreased from primary school to middle school. The developmental patterns were consistent for both male and female students. These results suggest that the development of situational ability lags behind the development of symbolic ability. Based on the results, it is recommended that greater attention be given to the development of situational ability in mathematics education, even in higher educational stages.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453629
Database: ERIC
FullText Text:
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  Data: The Development of Situational Mathematical Ability Lags behind the Development of Symbolic Mathematical Ability
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  Data: <searchLink fieldCode="AR" term="%22Chaoran+Shen%22">Chaoran Shen</searchLink><br /><searchLink fieldCode="AR" term="%22Qingyuan+Chen%22">Qingyuan Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Nan+Zhang%22">Nan Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Fengxin+Diao%22">Fengxin Diao</searchLink><br /><searchLink fieldCode="AR" term="%22Pengfei+Liu%22">Pengfei Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Xinlin+Zhou%22">Xinlin Zhou</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3530-0922">0000-0002-3530-0922</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10212-024-00924-4
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  Data: 0256-2928<br />1878-5174
– Name: Abstract
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  Data: The ability to apply mathematical knowledge to solve real-life problems is often considered one of the fundamental educational goals. However, more attention in mathematics education has been given to the development of abstract mathematical computations in symbolic form. The current investigation aims to disclose whether there are different trajectories for symbolic mathematical ability and situational mathematical ability (referred to as symbolic ability and situational ability). This cross-sectional study employed six online tasks and three offline paper-and-pencil tasks among 183 sixth-grade students in primary school and 180 seventh- to eighth-grade students in middle school. The results showed that symbolic ability, assessed through fraction division, fraction multiplication and number series completion, increased from primary school to middle school. This ability was also reflected in the procedural understanding involved in the schematic drawing of fractions and word problem composition. Their situational ability, as displayed by the construction of appropriate situations according to a prescribed arithmetic formula, decreased from primary school to middle school. The developmental patterns were consistent for both male and female students. These results suggest that the development of situational ability lags behind the development of symbolic ability. Based on the results, it is recommended that greater attention be given to the development of situational ability in mathematics education, even in higher educational stages.
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        Value: 10.1007/s10212-024-00924-4
    Languages:
      – Text: English
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      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Middle School Mathematics
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      – SubjectFull: Middle School Students
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      – SubjectFull: Symbolic Learning
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      – SubjectFull: Situated Learning
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      – TitleFull: The Development of Situational Mathematical Ability Lags behind the Development of Symbolic Mathematical Ability
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