Relations of different types of numerical magnitude representations to each other and to mathematics achievement
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
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DOI：
10.1016/j.jecp.2014.01.013
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发表时间：
2014-07-01
影响因子：
2.6
通讯作者：
Siegler, Robert S.
中科院分区：
文献类型：
--
作者：
Fazio, Lisa K.;Bailey, Drew H.;Siegler, Robert S.
我们研究了符号和非符号的数值大小表示之间的关系，整数和分数表示之间的关系，以及这些表示与五年级学生的整体数学成绩之间的关系。分数和整数的符号和非符号的数值幅度的理解进行了测量，使用幅度比较和数线估计任务。在控制了非数学认知水平后，符号和非符号的数值大小理解都与数学成绩有着独特的关系，但符号数字的关系要强得多。一项对19项已发表研究的荟萃分析表明，非符号性数值大小知识与数学成绩之间的关系存在，但往往很弱，特别是在6岁以上。(C)2014 Elsevier Inc. All rights reserved.
We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both magnitude comparison and number line estimation tasks. After controlling for non-mathematical cognitive proficiency, both symbolic and non-symbolic numerical magnitude understandings were uniquely related to mathematics achievement, but the relation was much stronger for symbolic numbers. A meta-analysis of 19 published studies indicated that relations between non-symbolic numerical magnitude knowledge and mathematics achievement are present but tend to be weak, especially beyond 6 years of age. (C) 2014 Elsevier Inc. All rights reserved.