Work

Examining individual differences in spontaneous focusing on multiplicative relations

Year: 2025

Type: article

Abstract: Individual differences in spontaneous mathematical focusing tendencies are important predictors of mathematical development. Spontaneous mathematical focusing tendencies may support mathematical thinking in everyday situations, leading to self-initiated practice with existing mathematical skills. While much research has examined how spontaneous mathematical focusing tendencies predict later mathematical development, there is little work on these tendencies as important outcomes of mathematics instruction. Therefore, the present study examines individual differences in spontaneous focusing on multiplicative relations (SFOR) tendency in middle school students. Results reveal that formal mathematical knowledge and the ability to recognize and describe multiplicative relations when explicitly guided to do so can only predict part of individual differences in SFOR tendency, which still exist in middle school students. As well, focusing on nonspecific quantitative relations, such as “more” or “less,” may be an important step in developing SFOR tendency. These results provide a valuable understanding of potential mechanisms by which spontaneous mathematical focusing tendencies can be promoted in all students.

Source: Mathematical Thinking and Learning

DOI: 10.1080/10986065.2025.2462587

Author: Jake McMullen

Institution: University of Turku

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: hybrid

Funder: Jacobs Foundation