Relations of different types of numerical magnitude representations to each other and to mathematics achievement.
Identifieur interne : 001942 ( Ncbi/Curation ); précédent : 001941; suivant : 001943Relations of different types of numerical magnitude representations to each other and to mathematics achievement.
Auteurs : Lisa K. Fazio [États-Unis] ; Drew H. Bailey [États-Unis] ; Clarissa A. Thompson [États-Unis] ; Robert S. Siegler [République populaire de Chine]Source :
- Journal of experimental child psychology [ 1096-0457 ] ; 2014.
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Abstract
We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both magnitude comparison and number line estimation tasks. After controlling for non-mathematical cognitive proficiency, both symbolic and non-symbolic numerical magnitude understandings were uniquely related to mathematics achievement, but the relation was much stronger for symbolic numbers. A meta-analysis of 19 published studies indicated that relations between non-symbolic numerical magnitude knowledge and mathematics achievement are present but tend to be weak, especially beyond 6 years of age.
DOI: 10.1016/j.jecp.2014.01.013
PubMed: 24699178
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