TY - GEN

T1 - ADULTS’ STRATEGY USE IN COMPLEX FRACTION COMPARISON

AU - Obersteiner, Andreas

AU - Marupudi, Vijay

AU - Alibali, Martha W.

N1 - Publisher Copyright:
© 2019, Psychology of Mathematics Education (PME). All rights reserved.

PY - 2019

Y1 - 2019

N2 - Several studies have found that when people compare fractions, they show a “natural number bias”, that is, better performance on problems in which the larger fraction has the larger components (e.g., 7/8 vs. 2/3) than on problems in which the larger fraction has the smaller components (e.g., 2/3 vs. 4/9). However, more recent studies found the opposite pattern (“reverse bias”). To better understand what causes these patterns, we investigated adults’ strategies in complex comparison problems with varying affordances. Adults reported strategies on a trial-by-trial basis. Overall, we found a reverse bias pattern. Strategy use varied by problem type, suggesting that participants used strategies adaptively. The study highlights variability in strategy use depending on problem type, which may account for diverse bias patterns in previous studies.

AB - Several studies have found that when people compare fractions, they show a “natural number bias”, that is, better performance on problems in which the larger fraction has the larger components (e.g., 7/8 vs. 2/3) than on problems in which the larger fraction has the smaller components (e.g., 2/3 vs. 4/9). However, more recent studies found the opposite pattern (“reverse bias”). To better understand what causes these patterns, we investigated adults’ strategies in complex comparison problems with varying affordances. Adults reported strategies on a trial-by-trial basis. Overall, we found a reverse bias pattern. Strategy use varied by problem type, suggesting that participants used strategies adaptively. The study highlights variability in strategy use depending on problem type, which may account for diverse bias patterns in previous studies.

UR - http://www.scopus.com/inward/record.url?scp=85171997756&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:85171997756

SN - 9780639821542

T3 - Proceedings of the International Group for the Psychology of Mathematics Education

SP - 153

EP - 160

BT - Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019

A2 - Graven, Mellony

A2 - Venkat, Hamsa

A2 - Essien, Anthony A

A2 - Vale, Pamela

PB - Psychology of Mathematics Education (PME)

T2 - 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019

Y2 - 7 July 2019 through 12 July 2019

ER -