Linguistic Influences on Mathematics Learning: The Relations between Spacing/Spatial Relationship in Handwriting Legibility, Visual-Motor Integration (VMI), and Number Line Estimation [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/inn/en	Lu, Hong; Chen, Xin
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Linguistic Influences on Mathematics Learning: The Relations between Spacing/Spatial Relationship in Handwriting Legibility, Visual-Motor Integration (VMI), and Number Line Estimation [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Psychomotor Skills; Mathematics Instruction; Handwriting; Correlation; Grade 4; Elementary School Students; Spatial Ability; Mathematics Skills; Numeracy; Language Role; Foreign Countries; Task Analysis; Likert Scales; Chinese; Orthographic Symbols; Factor Analysis; China + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Mathematics lessons; Mathematikunterricht; Handschrift; Korrelation; School year 04; 4. Schuljahr; Schuljahr 04; Räumliches Vorstellungsvermögen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Ausland; Aufgabenanalyse; Likert-Skala; China; Chinesen; Faktorenanalyse
Abstract	Previous studies have uncovered the relationship between handwriting and mathematics performance, without articulating the underlying cognitive mechanism. With 197 Chinese fourth graders as participants, this study explored the mechanism by which the spacing/spatial relationship in handwriting legibility affects number-line estimation through VMI. The results indicate that (1) the spacing/spatial relationship in handwriting legibility had a direct and positive effect on students' number-line estimation performance; (2) VMI completely mediated the relationship between the spacing/spatial relationship in handwriting legibility and number-line estimation. Overall, the findings confirmed one specific mechanism of linguistic influences on students' numerical knowledge. Possible explanations for the results and implications for future research are discussed. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01