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Assessing early math skills in preschoolers by using digital games Open
Improving early mathematical competence is a major priority worldwide; thus, assessing early math abilities is critical. Although various international standardized instruments serve this purpose, their usage in underdeveloped countries is…
Psychophysical distance between visually presented pairs of ratios Open
Research has long investigated adults’ capacity to compare numerosities presented visually as sets of dots. It has been proposed that results are better explained by assuming a logarithmic—rather than linear—distance model between numerosi…
The arrangement of response options in multiple-choice test items: verticality is not always better Open
Multiple-choice tests are widely used to measure learning outcomes. Consequently, constructing high-quality test items is critical, and many authors have advanced item-writing guidelines. One frequently mentioned guideline is to arrange th…
Psychophysical distance between visually-presented pairs of ratios Open
Research has long investigated adults’ capacity to compare numerosities presented visually as sets of dots. It has been proposed that results are best explained by assuming a logarithmic distance model between numerosities. In contrast, re…
Position of Correct Option and Distractors Impacts Responses to Multiple-Choice Items: Evidence From a National Test Open
Even though the impact of the position of response options on answers to multiple-choice items has been investigated for decades, it remains debated. Research on this topic is inconclusive, perhaps because too few studies have obtained exp…
The Position of Distractors in Multiple-Choice Test Items: The Strongest Precede the Weakest Open
Middle bias has been reported for responses to multiple-choice test items used in educational assessment. It has been claimed that this response bias probably occurs because test developers tend to place correct responses among middle opti…
Exploring basic numerical capacities in children with difficulties in simple arithmetical achievement Open
Introduction: Current cognitive theories suggest that mathematical learning disabilities may be caused by a dysfunction in the ability to represent non-symbolic numerosity (non-symbolic skills), by impairments in the ability to associate s…
A Study on Congruency Effects and Numerical Distance in Fraction Comparison by Expert Undergraduate Students Open
School mathematics comprises a diversity of concepts whose cognitive complexity is still poorly understood, a chief example being fractions. These are typically taught in middle school, but many students fail to master them, and misconcept…
A study on congruency effects and numerical distance in fraction comparison by expert undergraduate students Open
School mathematics comprises a diversity of concepts whose cognitive complexity is still poorly understood, a chief example being fractions. These are typically taught in middle school but many students fail to master them, and misconcepti…
Middle Schoolers’ Biases and Strategies in a Fraction Comparison Task Open
© 2018, Ministry of Science and Technology, Taiwan.The present study uses a short, computerized task to investigate individual differences among middle school students in terms of the intuitions and strategies that they use to compare frac…
Promoting preschoolers' numerical knowledge through spatial analogies: Numbers’ spatial alignment influences its learning Open
The development of early numerical representations is a complex cognitive process whereby children acquire numerical competences. To establish whether analogy making plays a role in this process of learning, we devised a classroom game bas…
Towards a category theory approach to analogy: Analyzing re-representation and acquisition of numerical knowledge Open
Category Theory, a branch of mathematics, has shown promise as a modeling framework for higher-level cognition. We introduce an algebraic model for analogy that uses the language of category theory to explore analogy-related cognitive phen…
View article: Topic Study Group No. 27: Learning and Cognition in Mathematics
Topic Study Group No. 27: Learning and Cognition in Mathematics Open
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