Parts and 'holes': gaps in rational number sense among children with vs. without mathematical learning disabilities
Parts and 'holes': gaps in rational number sense among children with vs. without mathematical learning disabilities
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DOI：
10.1111/j.1467-7687.2008.00717.x
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发表时间：
2008-09-01
影响因子：
3.7
通讯作者：
Devlin, Kathleen T.
中科院分区：
文献类型：
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作者：
Mazzocco, Michele M. M.;Devlin, Kathleen T.
许多中学生即使没有数学学习障碍（MLD），也很难掌握小数和分数。在本纵向研究中，我们检查了患有 MLD 的儿童的有理数知识是否比那些在没有 MLD 的情况下出现有理数困难的儿童更弱。我们发现患有 MLD 的儿童无法准确命名小数、正确排列小数和/或分数的顺序以及识别等值比率（例如 0.5 = 1/2）；他们还“识别”了不正确的等价物（例如 0.05 = 0.50）。数学成绩低但没有 MLD 的儿童能够准确命名小数并识别等值对，但无法正确排列小数和分数的顺序。因此，未能准确命名小数是 MLD 的一个指标；但准确的命名并不能保证有理数知识——大多数未能正确排列分数和小数测试的孩子都通过了命名任务。大多数在六年级时未通过排名测试的孩子在八年级时也未通过。我们的研究结果表明，涉及命名和排序分数和小数的简单任务可能是课堂评估的有用补充，用于确定儿童对有理数的学习。
Many middle-school students struggle with decimals and fractions, even if they do not have a mathematical learning disability (MLD). In the present longitudinal study, we examined whether children with MLD have weaker rational number knowledge than children whose difficulty with rational numbers occurs in the absence of MLD. We found that children with MLD failed to accurately name decimals, to correctly rank order decimals and/or fractions, and to identify equivalent ratios (e.g. 0.5 = 1/2); they also 'identified' incorrect equivalents (e.g. 0.05 = 0.50). Children with low math achievement but no MLD accurately named decimals and identified equivalent pairs, but failed to correctly rank order decimals and fractions. Thus failure to accurately name decimals was an indicator of MLD; but accurate naming was no guarantee of rational number knowledge - most children who failed to correctly rank order fractions and decimals tests passed the naming task. Most children who failed the ranking tests at 6th grade also failed at 8th grade. Our findings suggest that a simple task involving naming and rank ordering fractions and decimals may be a useful addition to in-class assessments used to determine children's learning of rational numbers.