Children's Reasoning about Decimals and Its Relation to Fraction Learning and Mathematics Achievement

Autor/inn/en	Resnick, Ilyse; Rinne, Luke; Barbieri, Christina; Jordan, Nancy C.
Titel	Children's Reasoning about Decimals and Its Relation to Fraction Learning and Mathematics Achievement
Quelle	In: Journal of Educational Psychology, 111 (2019) 4, S.604-618 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000309
Schlagwörter	Elementary School Students; Grade 4; Abstract Reasoning; Arithmetic; Fractions; Number Concepts; Mathematics Achievement; Mathematics Skills; Comprehension; Accuracy; Grade 5 + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Abstraktes Denken; Denken; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Bruchrechnung; Number concept; Zahlbegriff; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Verstehen; Verständnis; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Reasoning about numerical magnitudes is a key aspect of mathematics learning. Most research examining the relation of magnitude understanding to general mathematics achievement has focused on whole number and fraction magnitudes. The present longitudinal study (N = 435) used a 3-step latent class analysis to examine reasoning about magnitudes on a decimal comparison task in 4th grade, before systematic decimals instruction. Three classes of response patterns were identified, indicating empirically distinct levels of decimal magnitude understanding. Class 1 students consistently gave correct responses, suggesting that they understood decimal properties even before systematic decimal instruction. Class 2 students were accurate when a 0 immediately followed the decimal, but were inaccurate when a zero was added to the end of the decimal string, suggesting a partial understanding of place value; their performance was also negatively influenced by a whole number bias. Class 3 students showed misunderstanding of both place value and a whole number bias. Class membership accurately predicted 6th grade mathematics achievement, after controlling for whole number and fraction magnitude understanding as well as demographic and cognitive factors. Taken together, the findings suggest students may benefit from instruction that emphasizes decimal properties earlier in school. [For the corresponding grantee submission, see ED593867.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01