Developmental Foundations of Children's Fraction Magnitude Knowledge.
Developmental Foundations of Children's Fraction Magnitude Knowledge.
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DOI：
10.1016/j.cogdev.2016.05.002
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发表时间：
2016-07
影响因子：
1.8
通讯作者：
Geary DC
中科院分区：
文献类型：
--
作者：
Mou Y;Li Y;Hoard MK;Nugent LD;Chu FW;Rouder JN;Geary DC
分数代表数量级的概念洞察力是儿童数学发展中关键而艰巨的一步，分数数量级的知识影响儿童以后的数学学习，包括代数。本研究采用纵向资料分析法，探讨八、九年级学生（n=122）的数学知识和领域能力对分数知识及其跨年级学习的预测作用。分数幅度测量的表现预测了9年级的代数成绩。理解和流利地识别的分子-分母关系在7年级出现了后来的分数幅度的知识在8日和9日等级的关键预测。分数程序的使用能力、整数大小的知识和中央执行有助于9年级学生的分数大小知识，而不是8年级学生的分数大小知识，整数大小的知识有助于跨年级的增益。主要结果表明，流畅的分子-分母关系的处理预示着学生的分数作为量值的理解和整数和分数量值的整合逐渐发生。
The conceptual insight that fractions represent magnitudes is a critical yet daunting step in children’s mathematical development, and the knowledge of fraction magnitudes influences children’s later mathematics learning including algebra. In this study, longitudinal data were analyzed to identify the mathematical knowledge and domain-general competencies that predicted 8th and 9th graders’ (n=122) knowledge of fraction magnitudes and its cross-grade gains. Performance on the fraction magnitude measures predicted 9th grade algebra achievement. Understanding and fluently identifying the numerator-denominator relation in 7th grade emerged as the key predictor of later fraction magnitudes knowledge in both 8th and 9th grades. Competence at using fraction procedures, knowledge of whole number magnitudes, and the central executive contributed to 9th but not 8th graders’ fraction magnitude knowledge, and knowledge of whole number magnitude contributed to cross-grade gains. The key results suggest fluent processing of numerator-denominator relations presages students’ understanding of fractions as magnitudes and that the integration of whole number and fraction magnitudes occurs gradually.
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影响因子：
1.7
作者：
Geary DC;Bailey DH;Hoard MK
通讯作者：
Hoard MK
影响因子：
4
作者：
Geary DC
通讯作者：
Geary DC
影响因子：
10.3
作者：
Booth, Julie L.;Newton, Kristie J.
通讯作者：
Newton, Kristie J.
影响因子：
4.6
作者：
Geary, David C.;Hoard, Mary K.;Numtee, Chattavee
通讯作者：
Numtee, Chattavee
影响因子：
2.6
作者：
Hecht, SA;Close, L;Santisi, M
通讯作者：
Santisi, M