Literaturnachweis - Detailanzeige
Autor/inn/en | Tian, Jing; Braithwaite, David W.; Siegler, Robert S. |
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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 (2) |
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 |
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 |