Relations of Different Types of Numerical Magnitude Representations to Each Other and to Mathematics Achievement

Autor/inn/en	Fazio, Lisa K.; Bailey, Drew H.; Thompson, Clarissa A.; Siegler, Robert S.
Titel	Relations of Different Types of Numerical Magnitude Representations to Each Other and to Mathematics Achievement
Quelle	(2014), (52 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1016/j.jecp.2014.01.013
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Numbers; Mathematics Achievement; Number Concepts; Symbols (Mathematics); Meta Analysis; Correlation; Knowledge Level; Number Systems; Grade 5; Elementary School Students; Elementary School Mathematics; Comprehension; Charter Schools; Computation; Standardized Tests; Scores; Reading Achievement; Reading Tests; Mathematics Tests; Pennsylvania + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Zahlenraum; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Number concept; Zahlbegriff; Meta-analysis; Metaanalyse; Korrelation; Wissensbasis; Number system; Zahlensystem; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Verstehen; Verständnis; Charter school; Charter-Schule; Standadised tests; Standardisierter Test; Leseleistung; Lesetest
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 age six. [This article was published in: "Journal of Experimental Child Psychology" v123 p53-72 2014.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01