{"id":14667,"date":"2023-03-19T02:50:08","date_gmt":"2023-03-19T06:50:08","guid":{"rendered":"https:\/\/carleton.ca\/cognitivescience\/?p=14667"},"modified":"2025-05-05T10:36:54","modified_gmt":"2025-05-05T14:36:54","slug":"colloquium-cognitive-supports-for-analogical-reasoning-in-rational-number-understanding","status":"publish","type":"post","link":"https:\/\/carleton.ca\/cognitivescience\/2023\/colloquium-cognitive-supports-for-analogical-reasoning-in-rational-number-understanding\/","title":{"rendered":"Colloquium: Cognitive Supports for Analogical Reasoning in Rational Number Understanding"},"content":{"rendered":"\n<section class=\"w-screen px-6 cu-section cu-section--white ml-offset-center md:px-8 lg:px-14\">\n    <div class=\"space-y-6 cu-max-w-child-5xl  md:space-y-10 cu-prose-first-last\">\n\n            <div class=\"cu-textmedia flex flex-col lg:flex-row mx-auto gap-6 md:gap-10 my-6 md:my-12 first:mt-0 max-w-5xl\">\n        <div class=\"justify-start cu-textmedia-content cu-prose-first-last\" style=\"flex: 0 0 100%;\">\n            <header class=\"font-light prose-xl cu-pageheader md:prose-2xl cu-component-updated cu-prose-first-last\">\n                                    <h1 class=\"cu-prose-first-last font-semibold !mt-2 mb-4 md:mb-6 relative after:absolute after:h-px after:bottom-0 after:bg-cu-red after:left-px text-3xl md:text-4xl lg:text-5xl lg:leading-[3.5rem] pb-5 after:w-10 text-cu-black-700 not-prose\">\n                        Colloquium: Cognitive Supports for Analogical Reasoning in Rational Number Understanding\n                    <\/h1>\n                \n                                \n                            <\/header>\n\n                    <\/div>\n\n            <\/div>\n\n    <\/div>\n<\/section>\n\n<p>Date: Wednesday, 22 March 2023<\/p>\n\n\n\n<p>Time: 03:00PM<\/p>\n\n\n\n<p>Location: Online \/ DT 2203<\/p>\n\n\n\n<p>Speaker: Shuyuan Yu<\/p>\n\n\n\n<p>Abstract<\/p>\n\n\n\n<p>Analogy is a powerful learning mechanism for children to learn novel, abstract concepts from only limited input, yet also requires cognitive supports. My talk sought to propose and examine number lines as a mathematical schema of the number system to facilitate both the development of rational number understanding and analogical reasoning. To examine these hypotheses, I conducted a series of educational intervention studies with third-to-fifth graders. Results showed that a short, unsupervised online intervention of spatial alignment between integers and fractions on number lines produced broad and durable gains in fractional magnitudes. Additionally, training on conceptual knowledge of fractions \u2013 that fractions denote magnitude and can be placed on number lines \u2013 facilitates explicit analogical reasoning. More broadly, I found that number lines that help children\u2019s quantitative thinking also help adults increase their numerical objectivity with politically charged problems. Together, these studies indicate that analogies can play an important role in rational number learning, with the help of number lines as schemas. These studies aim to shed light on best practices in STEM education curriculum and science communication.<\/p>\n\n\n\n<p>Bio<br>\nShuyuan Yu is a postdoctoral researcher in Jo-Anne LeFevre\u2019s lab at Carleton University. Her research focuses on the early development of quantitative understanding and how language affects mathematics thinking. She completed her Ph.D. under the supervision of John Opfer at the Ohio State University, with a focus on numerical cognition, mathematical development, and analogical reasoning.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Date: Wednesday, 22 March 2023 Time: 03:00PM Location: Online \/ DT 2203 Speaker: Shuyuan Yu Abstract Analogy is a powerful learning mechanism for children to learn novel, abstract concepts from only limited input, yet also requires cognitive supports. My talk sought to propose and examine number lines as a mathematical schema of the number system [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":14547,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[1],"tags":[],"class_list":["post-14667","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"acf":{"cu_post_thumbnail":""},"_links":{"self":[{"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/posts\/14667","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/comments?post=14667"}],"version-history":[{"count":1,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/posts\/14667\/revisions"}],"predecessor-version":[{"id":14669,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/posts\/14667\/revisions\/14669"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/media\/14547"}],"wp:attachment":[{"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/media?parent=14667"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/categories?post=14667"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/tags?post=14667"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}