Developmental Trajectories of Numerical Magnitude Representations of Fractions and Decimals

Autor/inn/en	Wang, Yunqi; Siegler, Robert S.
Titel	Developmental Trajectories of Numerical Magnitude Representations of Fractions and Decimals
Quelle	In: Developmental Psychology, 59 (2023) 5, S.874-885 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Yunqi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001547
Schlagwörter	Elementary School Students; Secondary School Students; Grade 4; Grade 5; Grade 6; Grade 8; Grade 12; Fractions; Arithmetic; Knowledge Level; Mathematics Skills; Accuracy; Age Differences; Foreign Countries; Numbers; Individual Differences; China + Suchen Sie Ihr Suchwort? Sekundarschüler; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; Ausland; Zahlenraum; Individueller Unterschied
Abstract	We examined the development of numerical magnitude representations of fractions and decimals from fourth to 12th grade. In Experiment 1, we assessed the rational number magnitude knowledge of 200 Chinese fourth, fifth, sixth, eighth, and 12th graders (92 girls and 108 boys) by presenting fraction and decimal magnitude comparison tasks as well as fraction and decimal 0-1 and 0-5 number line estimation tasks. Magnitude representations of decimals became accurate earlier, improved more rapidly, and reached a higher asymptotic accuracy than magnitude representations of fractions. Analyses of individual differences revealed positive relations between the accuracy of decimal and fraction magnitude representations at all ages. In Experiment 2, we presented an additional set of 24 fourth graders (14 girls and 10 boys) with the same tasks but with the decimals that were being compared varying in the number of decimal digits. The decimal advantage continued to be present for both magnitude comparison and estimation tasks, indicating that the greater accuracy with decimals was not limited to decimals with equal numbers of decimal digits, though unequal numbers of decimal digits did impact performance with decimals on both magnitude comparison and number line estimation tasks. Implications for understanding numerical development and education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01