Developmental path from whole number to fraction and decimal fraction in elementary mathematics.

在本研究中，我们考察了从整数到小数以及从整数到分数是否存在连续性。这项研究的参与者是100名三年级学生，122名四年级学生和89名五年级儿童。他们被要求分别回答三个数字的大小决定任务：整数、小数和小数。在一个原始的iPod应用程序上执行了一个大小确定任务。结果表明，小数与整数的相关系数在各年级均达到极显著水平，而小数与整数的相关系数相对较弱，五年级的相关系数不显著。这些结果表明，从整数到小数是连续的，但从整数到小数是不连续的。这些被建议的儿童对整数没有使用相同的数感

We examined that are there continuity from whole number to decimal fraction and from whole number to fraction or not in this study. The participants in this study were one hundred 3rd graders, one hundred twenty-two 4th graders, and eighty-nine 5th graders children. They were asked to answer a magnitude decision task for each three numbers; whole number, decimal fraction and fraction. A magnitude decision task was carried out on an original iPod application. The result showed that a correlation coefficient between whole number and decimal fraction was very strong and significant for all grades, but a coefficient between whole number and fraction was relative weak and it was not significant for 5th graders. These results indicated that there is continuity from whole number to decimal fraction, but there is discontinuity from whole number to fraction. And those suggested children did not use same number sense for whole number