Conceptual Distinctions and Preferential Alignment across Rational Number Representations

Autor/inn/en	Qiu, Kailun; Wang, Yunqi
Titel	Conceptual Distinctions and Preferential Alignment across Rational Number Representations
Quelle	In: European Journal of Psychology of Education, 36 (2021) 3, S.865-881 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-020-00502-4
Schlagwörter	Numbers; Number Concepts; Arithmetic; Fractions; Textbooks; Preferences; Semantics; Foreign Countries; China + Suchen Sie Ihr Suchwort? Zahlenraum; Number concept; Zahlbegriff; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Bruchrechnung; Textbook; Text book; Schulbuch; Lehrbuch; Semantik; Ausland
Abstract	Rational numbers can be represented in multiple formats (e.g., fractions, decimals, and percentages), and a rational number notation can be used to express different concepts in different contexts. The present study investigated the distribution of the multiple concepts expressed by these different rational number notations in real-world contexts as well as the semantic alignment between entity type (discrete vs. continuous) and rational number format (decimal vs. fraction) in the Chinese context. Textbook analysis and two paper-and-pencil experiments yielded the following four major findings: (1) Decimals were more likely used to represent numerical magnitudes, while fractions were more likely used to represent relations between two numerical magnitudes. (2) Decimals were more often used to represent continuous entities while fractions were preferred to represent discrete entities. (3) The strength of the association between different formats of rational numbers and their preferred conceptual meanings seemed more pronounced than the semantic alignment between number type and entity type. (4) Percentages were used in a way more similar to fractions than decimals in terms of the concepts they express. These findings indicate that different formats of rational numbers differ dramatically in their use in real-world contexts both in terms of the conceptual meanings they express and the entities they model. Educational implications of this study are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01