Michelle Hurst
Biographic Data
| ID | 5710643 |
|---|---|
| NAME | Michelle Hurst |
| GIVEN NAMES | Michelle |
| FAMILY NAME | Hurst |
| SIGNATURE | HURST M |
| AFFILIATIONS | Department of Psychology Boston College Chestnut Hill Massachusetts USA |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Connecting symbolic fractions to their underlying proportions using iterative partitioning
Fractions are a challenging mathematics topic for many elementary and middle school students, and even for adults. However, a growing body of developmental research suggests that young children can reason about visually presented proportions, well before fraction instruction, providing insight into how fractions might be introduced to improve learning. We designed a card game to teach first and second grade children ( N = 195, including a raciall…
Attending to relations
When proportional information is pit against whole number numerical information, children often attend to the whole number information at the expense of proportional information (e.g., indicating 4/9 is greater than 3/5 because 4 > 3). In the current study, we presented younger (3- to 4-year-olds) and older (5- to 6-year-olds) children a task in which the proportional information was presented either continuously (units cannot be counted) or disc…
A systematic investigation of the link between rational number processing and algebra ability
Recent research suggests that fraction understanding is predictive of algebra ability; however, the relative contributions of various aspects of rational number knowledge are unclear. Furthermore, whether this relationship is notation‐dependent or rather relies upon a general understanding of rational numbers (independent of notation) is an open question. In this study, college students completed a rational number magnitude task, procedural arith…
Hope as a Predictor of Academic Performance
This study was designed to assess whether the two subscales of the Hope Scale significantly predict semester grade point average (GPA), over and above American College Test (ACT) scores and Trait Anxiety (Spielberger State-Trait Anxiety Inventory.) The Hope Scale includes two subscales, goal-directed determinism (Agency) and the ability to plan ways to attain goals (Pathway). As predicated, scores on the Hope Scale correlated significantly with s…
Attending to relations
When proportional information is pit against whole number numerical information, children often attend to the whole number information at the expense of proportional information (e.g., indicating 4/9 is greater than 3/5 because 4 > 3). In the current study, we presented younger (3- to 4-year-olds) and older (5- to 6-year-olds) children a task in which the proportional information was presented either continuously (units cannot be counted) or disc…
Connecting symbolic fractions to their underlying proportions using iterative partitioning
Fractions are a challenging mathematics topic for many elementary and middle school students, and even for adults. However, a growing body of developmental research suggests that young children can reason about visually presented proportions, well before fraction instruction, providing insight into how fractions might be introduced to improve learning. We designed a card game to teach first and second grade children ( N = 195, including a raciall…
Hope as a Predictor of Academic Performance
This study was designed to assess whether the two subscales of the Hope Scale significantly predict semester grade point average (GPA), over and above American College Test (ACT) scores and Trait Anxiety (Spielberger State-Trait Anxiety Inventory.) The Hope Scale includes two subscales, goal-directed determinism (Agency) and the ability to plan ways to attain goals (Pathway). As predicated, scores on the Hope Scale correlated significantly with s…
Attending to relations
When proportional information is pit against whole number numerical information, children often attend to the whole number information at the expense of proportional information (e.g., indicating 4/9 is greater than 3/5 because 4 > 3). In the current study, we presented younger (3- to 4-year-olds) and older (5- to 6-year-olds) children a task in which the proportional information was presented either continuously (units cannot be counted) or disc…
A systematic investigation of the link between rational number processing and algebra ability
Recent research suggests that fraction understanding is predictive of algebra ability; however, the relative contributions of various aspects of rational number knowledge are unclear. Furthermore, whether this relationship is notation‐dependent or rather relies upon a general understanding of rational numbers (independent of notation) is an open question. In this study, college students completed a rational number magnitude task, procedural arith…
Connecting symbolic fractions to their underlying proportions using iterative partitioning
Fractions are a challenging mathematics topic for many elementary and middle school students, and even for adults. However, a growing body of developmental research suggests that young children can reason about visually presented proportions, well before fraction instruction, providing insight into how fractions might be introduced to improve learning. We designed a card game to teach first and second grade children ( N = 195, including a raciall…
Cognitive and developmental aspects of mathematical skills (3 works) · Mathematics (3 works) · Mathematics Education and Teaching Techniques (3 works) · Psychology (3 works) · Arithmetic (2 works) · Cognitive psychology (2 works) · Developmental psychology (2 works) · Mathematics education (2 works) · Mathematics Education and Pedagogy (2 works) · MEDLINE (2 works)