David W Braithwaite
Biographic Data
| ID | 4601708 |
|---|---|
| NAME | David W Braithwaite |
| GIVEN NAMES | David W |
| FAMILY NAME | Braithwaite |
| SIGNATURE | BRAITHWAITE D W |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0001-8111-607X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Higher-level domain-general skills in maths problem solving
Mathematical problem solving relies in part on higher-level domain-general skills, but contributions of such skills to problem solving are understudied in the field of mathematical cognition. This study sought evidence for domain-general contributions to maths problem solving of four such skills: logical reasoning, backward reference, planning/evaluating, and allocation of time. Participants completed problem solving tasks in two domains, probabi…
Domain effects on interpretations of general conditionals: The case of mathematics
Mathematics is often thought to have a unique association with certainty. The present study investigated a possible consequence of this association, namely that general conditionals are interpreted more deterministically in math than in other domains. To test this hypothesis, in two studies (Ns = 146 and 117), adults were presented general conditionals involving fictional categories in math and science and were asked to judge whether the conditio…
Parameterizing Individual Differences in Fraction and Decimal Arithmetic
Math problem solving frequently involves choices among alternative strategies. Strategy choices, and effects of problem features on strategy choices, both vary among individuals. We propose that individual differences in strategy choices can be well characterized in terms of parametric variation in three types of influence: global bias, relevant feature effects, and irrelevant feature effects. We test this framework by applying it to children's s…
Putting fractions together
Learning fractions is a critical step in children’s mathematical development. However, many children struggle with learning fractions, especially fraction arithmetic. In this article, we propose a general framework for integrating understanding of individual fractions and fraction arithmetic, and we use the framework to generate interventions intended to improve understanding of both individual fractions and fraction addition. The framework, Putt…
Distributions of textbook problems predict student learning: Data from decimal arithmetic
This study investigated relations between the distribution of practice problems in textbooks and students’ learning of decimal arithmetic. In Study 1, we analyzed the distributions of decimal arithmetic practice problems that appeared in 3 leading math textbook series in the United States. Similar imbalances in the relative frequencies of decimal arithmetic problems were present across the 3 series: Addition and subtraction more often involved 2 …
How do people choose among rational number notations
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How do people choose among rational number notations
Putting fractions together
Learning fractions is a critical step in children’s mathematical development. However, many children struggle with learning fractions, especially fraction arithmetic. In this article, we propose a general framework for integrating understanding of individual fractions and fraction arithmetic, and we use the framework to generate interventions intended to improve understanding of both individual fractions and fraction addition. The framework, Putt…
Distributions of textbook problems predict student learning: Data from decimal arithmetic
This study investigated relations between the distribution of practice problems in textbooks and students’ learning of decimal arithmetic. In Study 1, we analyzed the distributions of decimal arithmetic practice problems that appeared in 3 leading math textbook series in the United States. Similar imbalances in the relative frequencies of decimal arithmetic problems were present across the 3 series: Addition and subtraction more often involved 2 …
Higher-level domain-general skills in maths problem solving
Mathematical problem solving relies in part on higher-level domain-general skills, but contributions of such skills to problem solving are understudied in the field of mathematical cognition. This study sought evidence for domain-general contributions to maths problem solving of four such skills: logical reasoning, backward reference, planning/evaluating, and allocation of time. Participants completed problem solving tasks in two domains, probabi…
Domain effects on interpretations of general conditionals: The case of mathematics
Mathematics is often thought to have a unique association with certainty. The present study investigated a possible consequence of this association, namely that general conditionals are interpreted more deterministically in math than in other domains. To test this hypothesis, in two studies (Ns = 146 and 117), adults were presented general conditionals involving fictional categories in math and science and were asked to judge whether the conditio…
Parameterizing Individual Differences in Fraction and Decimal Arithmetic
Math problem solving frequently involves choices among alternative strategies. Strategy choices, and effects of problem features on strategy choices, both vary among individuals. We propose that individual differences in strategy choices can be well characterized in terms of parametric variation in three types of influence: global bias, relevant feature effects, and irrelevant feature effects. We test this framework by applying it to children's s…
Cognitive and developmental aspects of mathematical skills (5 works) · Mathematics (5 works) · Mathematics Education and Teaching Techniques (5 works) · Arithmetic (4 works) · Decimal (3 works) · Mathematics education (3 works) · Psychology (3 works) · Chemistry (2 works) · Computer Science (2 works) · Fraction (chemistry) (2 works)