How Do People Choose among Rational Number Notations?

Autor/inn/en	Tian, Jing; Braithwaite, David W.; Siegler, Robert S.
Titel	How Do People Choose among Rational Number Notations?
Quelle	123 (2020), Artikel 101333 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0285
Schlagwörter	Number Concepts; Preferences; Fractions; Arithmetic; Cognitive Processes; College Students; Foreign Countries; Task Analysis; Mathematics Skills; Pennsylvania (Pittsburgh); China (Beijing); Florida + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognitive process; Kognitiver Prozess; Collegestudent; Ausland; Aufgabenanalyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Three rational number notations--fractions, decimals, and percentages--have existed in their modern forms for over 300 years, suggesting that each notation serves a distinct function. However, it is unclear what these functions are and how people choose which notation to use in a given situation. In the present article, we propose quantification process theory to account for people's preferences among fractions, decimals, and percentages. According to this theory, the preferred notation for representing a ratio corresponding to a given situation depends on the processes used to quantify the ratio or its components. Quantification process theory predicts that if exact enumeration is used to generate a ratio, fractions will be preferred to decimals and percentages; in contrast, if estimation is used to generate the ratio, decimals and percentages will be preferred to fractions. Moreover, percentages will be preferred over decimals for representing ratios when approximation to the nearest percent is sufficiently precise, due to the lesser processing demands of using percentages. Experiments 1, 2, and 3 yielded empirical evidence regarding preferences that were consistent with quantification process theory. Experiment 4 indicated that the accuracy with which participants identified the numerical values of ratios when they used different notations generally paralleled their preferences. Educational implications of the findings are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01