Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade.
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade.
复制标题
从四年级到六年级理解分数大小的发展轨迹。
作者：
I. Resnick;Nancy C. Jordan;Nicole Hansen;Vinaya Rajan;Jessica Rodrigues;R. Siegler;L. Fuchs
在四年级至六年级之间的5个时间点纵向评估分数数线估计的发展。尽管学生总体上呈正线性增长，但潜在班级增长分析揭示了3种不同的增长轨迹：从一开始就高度准确的学生，后来变得更加准确（n = 154）；开始不准确但增长迅速的学生（n = 121）；开始时不准确且增长最小的学生（n = 197）。年龄较小和最小增长的学生通常估计正确分数和非正确分数都小于1，而不是基于分子和分母之间的关系进行估计。即使在控制了数学特定能力、领域一般认知能力和人口变量之后，班级成员身份对学生在全州标准化数学测试以及六年级期末的一般分数知识测试中的表现也具有高度的预测性。在研究开始时，乘法的流利程度、课堂注意力和整数线估计的敏锐程度预测了班级成员的数量。研究结果表明，分数量级的理解是数学发展的核心。(PsycINFO数据库记录
Development of fraction number line estimation was assessed longitudinally over 5 time points between 4th and 6th grades. Although students showed positive linear growth overall, latent class growth analyses revealed 3 distinct growth trajectory classes: Students who were highly accurate from the start and became even more accurate (n = 154); students who started inaccurate but showed steep growth (n = 121); and students who started inaccurate and showed minimal growth (n = 197). Younger and minimal growth students typically estimated both proper and improper fractions as being less than 1, failing to base estimates on the relation between the numerator and denominator. Class membership was highly predictive of performance on a statewide-standardized mathematics test as well as on a general fraction knowledge measure at the end of 6th grade, even after controlling for mathematic-specific abilities, domain-general cognitive abilities, and demographic variables. Multiplication fluency, classroom attention, and whole number line estimation acuity at the start of the study predicted class membership. The findings reveal that fraction magnitude understanding is central to mathematical development. (PsycINFO Database Record
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影响因子：
4
作者：
Booth, JL;Siegler, RS
通讯作者：
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影响因子：
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影响因子：
4.6
作者：
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影响因子：
2.6
作者：
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