An integrated theory of whole number and fractions development
An integrated theory of whole number and fractions development
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DOI：
10.1016/j.cogpsych.2011.03.001
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发表时间：
2011-06-01
影响因子：
2.6
通讯作者：
Schneider, Michael
中科院分区：
文献类型：
--
作者：
Siegler, Robert S.;Thompson, Clarissa A.;Schneider, Michael
本文提出了一个完整的关于整数和分数的知识获取理论。尽管整数和分数在许多方面不同，影响它们的发展，但一个重要的共同点是，在整体理解中，关于数值大小的知识是中心的。目前对11岁和13岁儿童的研究结果表明，分数大小表征的准确性与分数算术熟练程度和整体数学成绩成绩密切相关，分数大小表征可以解释分数算术熟练程度以外的数学成就考试成绩的显著差异，而发展有效的策略对提高分数知识起着关键作用。文中还讨论了其理论和教学意义。(C)2011 Elsevier Inc.保留所有权利。
This article proposes an integrated theory of acquisition of knowledge about whole numbers and fractions. Although whole numbers and fractions differ in many ways that influence their development, an important commonality is the centrality of knowledge of numerical magnitudes in overall understanding. The present findings with 11- and 13-year-olds indicate that, as with whole numbers, accuracy of fraction magnitude representations is closely related to both fractions arithmetic proficiency and overall mathematics achievement test scores, that fraction magnitude representations account for substantial variance in mathematics achievement test scores beyond that explained by fraction arithmetic proficiency, and that developing effective strategies plays a key role in improved knowledge of fractions. Theoretical and instructional implications are discussed. (C) 2011 Elsevier Inc. All rights reserved.