Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents.

Autor/inn/en	Torbeyns, Joke; Schneider, Michael; Xin, Ziqiang; Siegler, Robert S.
Titel	Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents. Gefälligkeitsübersetzung: Die Lücke schließen: Verstehen von Brüchen ist für die Mathematikleistung von Schülern aus drei verschiedenen Kontinenten zentral.
Quelle	In: Learning and instruction, (2015) 37, S. 5-13Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.03.002
Schlagwörter	Kognitive Entwicklung; Middle School; Schüler; Interkulturelle Differenz; Mathematik; Mathematikunterricht; Zahl; Leistung; USA
Abstract	Examined the role of fraction magnitude understanding for students' general math achievement in 3 countries differing in cultural and educational practices. 187 sixth- and eighth-graders from the U.S., China, and Belgium were tested with fraction number line estimation tasks, fraction magnitude comparison tasks, and fraction arithmetic tasks. General math achievement was determined with the Learner Following System Mathematics Tests Grade 6 (Leerlingvolgsysteem Wiskunde Toetsen 6, LVS) for the Flemish students, midterm mathematics examination scores for the Chinese students, and the Pennsylvania System of School Assessment (PSSA) for the U.S. students. Results, as expected, showed clear differences among the three groups, with Chinese and Belgian students consistently outperforming their U.S. peers. In line with the integrated theory of numerical development, a consistent relationship was found between students' fraction understanding and overall mathematics achievement in all three countries. Educational interventions that emphasize the representation and manipulation of fractions in terms of their magnitude, and number line estimation tasks may improve overall mathematical achievement. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3