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Title: The development of children's relational thinking in intensive and comparative extensive quantity settings
Author: Bell, Daniel David
Awarding Body: Oxford Brookes University
Current Institution: Oxford Brookes University
Date of Award: 2008
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This thesis examines the factors that contribute to children's difficulties with relational thinking about intensive quantities. To achieve this, a series of studies were conducted in which children's performance on intensive quantity problems is compared with performance on comparable extensive quantity problems. Sufficient evidence was found with non-computational problems to argue that understanding intensive quantities as a quantity expressed as a ratio presents children with a unique challenge, which cannot be explained solely by the need to work with inverse relations. The educational implications of these findings and future directions for research are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available