Children's understanding of successive divisions in different contexts

Article Abstract:

Mathematical conceptual development influences the accessed knowledge of children in the fourth, fifth, and sixth grade and their ability to distinguish between practical and theoretical applications of math problems. Children in the fourth and fifth grade fail to understand the principles of rational numbers. This prevents them from identifying the conflict between practical and theoretical considerations caused by the mathematical language's dual function as both internally meaningful and able to represent real-world events. Children in the sixth grade generally overcome their misconceptions about division and are able to analyze problems under pragmatic context conditions.

Mathematical ability

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Valuing of identity, distribution of attention, and perceptual salience in free and rule-governed classifications

Article Abstract:

Individuals of all ages perceive identity relations separately and total identity is an important factor for categorizing objects in free-classification and rule-governed tasks. Partial identity is used for classification by children as young as four years old. Relations that have a greater perceptual salience are given more importance during classification than those that have a lesser salience. The sensitivity of the preceptual systems increases with age, which decreases the importance of preassessment of salience for problem-solving accuracy.

Identity, Categorization (Psychology)

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A change in viewpoint promotes use of height-in-picture as a depth cue in five to seven year-olds' drawings of a simple depth relationship

Article Abstract:

An experiment was conducted to determine whether height in a child's drawing of dimensional objects would be affected by altering the position of the child or the arrangement of the object with regard to the viewpoint of the subject. Results showed that drawing techniques were slightly improvised with relation to changing the child's position but perception of the depth relationship of the object was not affected. Results also indicated that making a viewpoint noticeable prompts children to illustrate a simple depth relationship.

Depth perception

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