Fractions: Could they really be the gatekeeper's doorman?
Fractions: Could they really be the gatekeeper's doorman?
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DOI：
10.1016/j.cedpsych.2012.07.001
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发表时间：
2012-10-01
影响因子：
10.3
通讯作者：
Newton, Kristie J.
中科院分区：
文献类型：
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作者：
Booth, Julie L.;Newton, Kristie J.
国家数学咨询小组(NMAP，2008)断言，分数的基础知识对于学生在代数方面的成功至关重要；然而，这一论断的经验证据相对较少。在本研究中，我们考察了中学生分数和整数数量级知识对他们代数准备的各个组成部分的影响。结果表明，分数知识与代数准备程度有关，总体上比数量级知识更重要；学生对单位分数(即分子数为1的分数)的数量级知识显得尤为重要。调查结果证实了NMAP(2008)的直觉，并支持共同核心标准(国家州长协会最佳实践中心(NGA中心)，2010)的建议，即学生的分数知识应该使用数字线来培养。(C)2012 Elsevier Inc.保留所有权利。
The National Mathematics Advisory Panel (NMAP, 2008) asserts that a foundational knowledge of fractions is crucial for students' success in algebra; however, empirical evidence for this claim is relatively nonexistent. In the present study, we examine the impact of middle school students' fraction and whole number magnitude knowledge on various components of their algebra readiness. Results suggest that fraction knowledge is related to algebra readiness, more so than number magnitude knowledge in general; students' magnitude knowledge of unit fractions (i.e., those with a numerator of 1) appears particularly important. Findings confirm the intuition of the NMAP (2008) and support the recommendation of the Common Core Standards (National Governors Association Center for Best Practices (NGA Center), 2010) that students' fraction knowledge should be cultivated using number lines. (c) 2012 Elsevier Inc. All rights reserved.