An Integrated Theory of Whole Number and Fractions Development

Autor/inn/en	Siegler, Robert S.; Thompson, Clarissa A.; Schneider, Michael
Titel	An Integrated Theory of Whole Number and Fractions Development
Quelle	In: Cognitive Psychology, 62 (2011) 4, S.273-296 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0285
DOI	10.1016/j.cogpsych.2011.03.001
Schlagwörter	Mathematics Achievement; Numbers; Achievement Tests; Arithmetic; Scores; Children + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Zahlenraum; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Child; Kind; Kinder
Abstract	This article proposes an integrated theory of acquisition of knowledge about whole numbers and fractions. Although whole numbers and fractions differ in many ways that influence their development, an important commonality is the centrality of knowledge of numerical magnitudes in overall understanding. The present findings with 11- and 13-year-olds indicate that, as with whole numbers, accuracy of fraction magnitude representations is closely related to both fractions arithmetic proficiency and overall mathematics achievement test scores, that fraction magnitude representations account for substantial variance in mathematics achievement test scores beyond that explained by fraction arithmetic proficiency, and that developing effective strategies plays a key role in improved knowledge of fractions. Theoretical and instructional implications are discussed. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10