PittsburghV1, Main, Exploration, bibRecord, 000672

Development of fraction concepts and procedures in U.S. and Chinese children

Identifieur interne : 000672 ( Main/Exploration ); précédent : 000671; suivant : 000673

Development of fraction concepts and procedures in U.S. and Chinese children

Auteurs : Drew H. Bailey [États-Unis] ; XINLIN ZHOU [République populaire de Chine] ; YIYUN ZHANG [République populaire de Chine] ; JIAXIN CUI [République populaire de Chine] ; Lynn S. Fuchs [États-Unis] ; Nancy C. Jordan [États-Unis] ; Russell Gersten [États-Unis] ; Robert S. Siegler [États-Unis, République populaire de Chine]

Source :

Journal of experimental child psychology : (Print) [ 0022-0965 ] ; 2015.

RBID : Pascal:15-0022444

Descripteurs français

Pascal (Inist)
- Développement cognitif, Représentation mentale, Nombre, Etude transculturelle, Etats-Unis, Chine, Mathématiques, Enfant.
Wicri :
- topic : Mathématiques, Enfant.

English descriptors

KwdEn :
- Child, China, Cognitive development, Crosscultural study, Mathematics, Mental representation, Number, United States.

Abstract

We compared knowledge of fraction concepts and procedures among sixth and eighth graders in China and the United States. As anticipated, Chinese middle school children had higher knowledge of fraction concepts and procedures than U.S. children in the same grades, and the difference in procedural knowledge was much larger than the difference in conceptual knowledge. Of particular interest, national differences in knowledge of fraction concepts were fully mediated by differences in knowledge of fraction procedures, and differences between the knowledge of Chinese and U.S. children were most pronounced among the lowest achieving children within each country. Based on these and previous results, a theoretical model of the mutually facilitative interaction between conceptual and procedural knowledge of fractions is proposed and discussed.

Affiliations:

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Le document en format XML

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<front><div type="abstract" xml:lang="en">We compared knowledge of fraction concepts and procedures among sixth and eighth graders in China and the United States. As anticipated, Chinese middle school children had higher knowledge of fraction concepts and procedures than U.S. children in the same grades, and the difference in procedural knowledge was much larger than the difference in conceptual knowledge. Of particular interest, national differences in knowledge of fraction concepts were fully mediated by differences in knowledge of fraction procedures, and differences between the knowledge of Chinese and U.S. children were most pronounced among the lowest achieving children within each country. Based on these and previous results, a theoretical model of the mutually facilitative interaction between conceptual and procedural knowledge of fractions is proposed and discussed.</div>
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Development of fraction concepts and procedures in U.S. and Chinese children

Development of fraction concepts and procedures in U.S. and Chinese children

Source :

Descripteurs français

English descriptors

Abstract

Links toward previous steps (curation, corpus...)

Le document en format XML

Pour manipuler ce document sous Unix (Dilib)

Pour mettre un lien sur cette page dans le réseau Wicri