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CRiME -
Conditional Reasoning
in Mathematics Education

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Projektbeschreibung

A conditional consists of two parts, an antecedent A and a consequent C. In the traditional interpretation, A is sufficient, but not necessary for C (Evans & Over, 2004).
Evidence from developmental psychology shows that even elementary school students possess some early conditional reasoning skills in familiar contexts. However, there is a research gap between conditional reasoning and mathematical conditionals for elementary school students (Datsogianni, Sodian, Markovits & Ufer, 2020).
In this project, in a first step, we investigate if scaffolds that refer to specific mental actions for abstracting the logic of conditional statements (based on a model by Dawkins and Norton, 2022) lead to an increase in elementary school students' conditional reasoning performance.

Literature
  • Datsogianni, A., Sodian, B., Markovits, H., & Ufer, S. (2020). Reasoning with conditionals about everyday and mathematical concepts in primary school. Frontiers in Psychology, 11, 531640.
  • Dawkins, P. C., & Norton, A. (2022). Identifying Mental Actions for Abstracting the Logic of Conditionals. The Journal of Mathematical Behavior, 66, 100954.
  • Evans, J. S. B. T., & Over, D. E. (2004). If. Oxford: Oxford University Press.

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