{"id":222,"date":"2014-09-08T19:13:28","date_gmt":"2014-09-08T19:13:28","guid":{"rendered":"https:\/\/web.education.wisc.edu\/pmatthews\/?page_id=222"},"modified":"2019-03-19T15:41:01","modified_gmt":"2019-03-19T15:41:01","slug":"nif","status":"publish","type":"page","link":"https:\/\/web.education.wisc.edu\/pmatthews\/?page_id=222","title":{"rendered":"NIH"},"content":{"rendered":"<p><span class=\"tx\" style=\"color: #666666;\">This NIH funded project will investigate a hypothesis which integrates previously unrelated\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">findings from neuroscience, developmental psychology and education. The hypothesis contends\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">that a basic sensitivity to non-symbolic fractions (such as the relative lengths of two lines or the\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">relative areas of two figures) is present even before children begin formal instruction. The\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">existence of these primitive non-symbolic fraction processing abilities suggests that they might\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">serve as a foundation for understanding the magnitudes of symbolic fractions. If substantiated,<\/span><span class=\"tx\" style=\"color: #666666;\">this hypothesis can inform interventions designed to improve fraction learning and may\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">contribute to the detection and treatment of math learning difficulties.<\/span><\/p>\n<p><span class=\"tx\" style=\"color: #666666;\">We will test this hypothesis among 5-year old and 10-year old children using matching and\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">compa<\/span><span class=\"tx f96\" style=\"color: #666666;\">rison tasks that measure children\u2019s abilities to<\/span><span class=\"tx\" style=\"color: #666666;\">\u00a0perceive the magnitudes of non-symbolic\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">fractions. We will alos develop a training program that pairs non-symbolic fractions with\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">symbolic fractions to teach children about the magnitudes of symbolic fractions.<\/span><\/p>\n<p><span class=\"tx\" style=\"color: #666666;\">Project findings will have important implications for our understanding of number processing and\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">for designing interventions that are optimal for promoting fraction learning. If perceptual\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">sensitivity to non-symbolic fractions can provide a foundation for the acquisition of symbolic\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">fraction knowledge, then instruction should attempt to exploit these primitive abilities. If deficits\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">in these non-symbolic abilities contribute to math learning difficulties, then screening should\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">include measures of non-symbolic abilities and interventions should be designed to strengthen\u00a0<\/span><span class=\"tx\" style=\"color: #666666;\">these abilities.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>This NIH funded project will investigate a hypothesis which integrates previously unrelated\u00a0findings from neuroscience, developmental psychology and education. The hypothesis contends\u00a0that a basic sensitivity to non-symbolic fractions (such as the relative lengths of two lines &hellip;<\/p>\n","protected":false},"author":63,"featured_media":0,"parent":0,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-222","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/pages\/222","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/users\/63"}],"replies":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=222"}],"version-history":[{"count":0,"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/pages\/222\/revisions"}],"wp:attachment":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=222"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}