Strategic planning for education and training: A report from the field     

Teri B. Lund  Susan B. Barksdale 《Performance Improvement》1995,34(2):30-33

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Beyond linearity: Using IRT-scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes     

Constanze Schadl  Stefan Ufer 《Child development》2023,94(6):1642-1658

Previous research on the role of prior skills like proportional reasoning skills for the development of mathematical concepts offers conclusions such as “more (prior skills) is better (for later learning).” Insights, which prior skill level goes along with which level of learning outcomes, may advance the understanding of the development of mathematical concepts. An exploratory approach is presented based on level models to describe the relation between symbolic proportional reasoning skills and fraction outcomes beyond linearity. Analyses draw on samples of German fourth to sixth graders from a scaling (2017, N = 325, 54.8% female) and longitudinal study (2018/2019, N = 436, 42.7% female). Particularly mastering natural and internal rational ratios in proportional reasoning seems relevant for successful fraction learning.  相似文献