Relations of different types of numerical magnitude representations to each other and to mathematics achievement.
Identifieur interne : 001942 ( Ncbi/Merge ); 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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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.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">24699178</PMID><DateCreated><Year>2014</Year><Month>04</Month><Day>21</Day></DateCreated><DateCompleted><Year>2014</Year><Month>12</Month><Day>08</Day></DateCompleted><DateRevised><Year>2014</Year><Month>04</Month><Day>21</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1096-0457</ISSN><JournalIssue CitedMedium="Internet"><Volume>123</Volume><PubDate><Year>2014</Year><Month>Jul</Month></PubDate></JournalIssue><Title>Journal of experimental child psychology</Title><ISOAbbreviation>J Exp Child Psychol</ISOAbbreviation></Journal><ArticleTitle>Relations of different types of numerical magnitude representations to each other and to mathematics achievement.</ArticleTitle><Pagination><MedlinePgn>53-72</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1016/j.jecp.2014.01.013</ELocationID><ELocationID EIdType="pii" ValidYN="Y">S0022-0965(14)00020-4</ELocationID><Abstract><AbstractText>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.</AbstractText><CopyrightInformation>Copyright © 2014 Elsevier Inc. All rights reserved.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Fazio</LastName><ForeName>Lisa K</ForeName><Initials>LK</Initials><AffiliationInfo><Affiliation>Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA. 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Fazio</name></region><name sortKey="Bailey, Drew H" sort="Bailey, Drew H" uniqKey="Bailey D" first="Drew H" last="Bailey">Drew H. Bailey</name><name sortKey="Thompson, Clarissa A" sort="Thompson, Clarissa A" uniqKey="Thompson C" first="Clarissa A" last="Thompson">Clarissa A. Thompson</name></country><country name="République populaire de Chine"><noRegion><name sortKey="Siegler, Robert S" sort="Siegler, Robert S" uniqKey="Siegler R" first="Robert S" last="Siegler">Robert S. Siegler</name></noRegion></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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