Project Details
Projekt
On the neuro-cognitive representations involved in fraction processing and its learning
Applicant
Professor Dr. Korbinian Möller
Subject Area
General and Domain-Specific Teaching and Learning
Term
from 2013 to 2017
Project identifier
Deutsche Forschungsgemeinschaft (DFG) - Project number 22134855
Everyday life requires the ability to understand and deal with proportions, ratios, and part-whole relations. However, evidence from educational research concerning the teaching and acquisition of fractions suggests that different presentation formats (e.g., fraction circles, chip patterns, symbolic digital input) have differential influences on the processing but also the learning of such capabilities. For the success of instructional approaches it is essential to identify which presentation format support processing and learning of fractions and whether different presentation formats project on different or overlapping neuro-cognitive representations. By employing neuro-imaging techniques (i.e., fMRI and DTI) the aim of the proposed project is to evaluate whether neuro-cognitive representations involved in fraction learning can be identified and, in particular, whether these neuro-cognitive representations are dependent or independent of the presentation format during learning. Importantly, so far the majority of studies pursuing the issue of fraction processing relies on behavioural data only. Furthermore, the few existing data are inconsistent as regards the conclusions derived for the processing of fraction magnitude. There is currently evidence that fractions are processed holistically as an integrated entity but also in a componential manner separately for numerator and denominator. Yet, in recent studies influences holistic and componential processing could hardly be differentiated because of their often highly correlated indices. Thus, an essential aim of the current project is to investigate behavioural as well as neuro-cognitive correlates of fraction processing using unbiased stimulus sets. It is planned to investigate fraction processing following a two-stage procedure. In a first fMR adaptation paradigm it is aimed at evaluating whether the magnitude representation of fractions is indeed independent from presentation format as suggested by Jacob and Nieder (2009). In a second training study it is then planned to evaluate the neuro-cognitive correlates of fraction learning in a pre-post-test design allowing for identifying changes in the neuro-functional localization of activation during fraction processing as well as changes in neuro-structural white matter connectivity due to the training by means of fMRI and DTI, respectively. Additionally, assigning participants to two different training schemes (i.e., symbolic digital vs. part-whole visualisations) allows for appraising the generalizability of training effects across learning materials and presentation formats. Taken together, reducing the confound between holistic and componential processing indices as well as a first pre-post-test evaluation of training effects on the neuro-cognitive representations involved in fraction processing makes the present project particularly informative as to deepen our understanding of fraction processing and learning.
DFG Programme
Research Units
Participating Person
Dr. Elise Klein
