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
Quelle	(2015), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematical Concepts; Comprehension; Arithmetic; Numeracy; Symbols (Mathematics); Mathematics Skills; Cross Cultural Studies; Grade 6; Grade 8; Knowledge Level; Mathematics Achievement; Foreign Countries; Cultural Differences; Teaching Methods; Teacher Competencies; Age Differences; Computation; Regression (Statistics); Belgium; China; Pennsylvania + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cultural comparison; Kulturvergleich; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Wissensbasis; Mathmatics sikills; Mathematical ability; Ausland; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Age; Difference; Age difference; Altersunterschied; Regression; Regressionsanalyse; Belgien
Abstract	Numerical understanding and arithmetic skills are easier to acquire for whole numbers than fractions. The "integrated theory of numerical development" posits that, in addition to these differences, whole numbers and fractions also have important commonalities. In both, students need to learn how to interpret number symbols in terms of the magnitudes to which they refer, and this magnitude understanding is central to general mathematical competence. We investigated relations among fraction magnitude understanding, arithmetic and general mathematical abilities in countries differing in educational practices: U.S., China and Belgium. Despite country-specific differences in absolute level of fraction knowledge, 6th and 8th graders' fraction magnitude understanding was positively related to their general mathematical achievement in all countries, and this relation remained significant after controlling for fraction arithmetic knowledge in almost all combinations of country and age group. These findings suggest that instructional interventions should target learners' interpretation of fractions as magnitudes, e.g., by practicing translating fractions into positions on number lines. [This paper was published in: "Learning and Instruction" v37 p5-13 2015.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01