Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents
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 in...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Torbeyns, Joke [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015transfer abstract |
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| Schlagwörter: |
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| Umfang: |
9 |
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| Übergeordnetes Werk: |
Enthalten in: Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China - Chen, Hao ELSEVIER, 2020, the journal of the European Association for Research on Learning and Instruction (EARLI), Amsterdam [u.a.] |
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| Übergeordnetes Werk: |
volume:37 ; year:2015 ; pages:5-13 ; extent:9 |
| Links: |
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| DOI / URN: |
10.1016/j.learninstruc.2014.03.002 |
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| 520 | |a 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. | ||
| 520 | |a 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. | ||
| 650 | 7 | |a Magnitude representations |2 Elsevier | |
| 650 | 7 | |a Integrated theory of numerical development |2 Elsevier | |
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10.1016/j.learninstruc.2014.03.002 doi GBVA2015016000024.pica (DE-627)ELV01870526X (ELSEVIER)S0959-4752(14)00025-5 DE-627 ger DE-627 rakwb eng 370 370 DE-600 630 640 VZ 48.00 bkl Torbeyns, Joke verfasserin aut Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier 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. 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. Magnitude representations Elsevier Integrated theory of numerical development Elsevier Cultural differences Elsevier Fractions Elsevier Arithmetic Elsevier Schneider, Michael oth Xin, Ziqiang oth Siegler, Robert S. oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:37 year:2015 pages:5-13 extent:9 https://doi.org/10.1016/j.learninstruc.2014.03.002 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 37 2015 5-13 9 045F 370 |
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10.1016/j.learninstruc.2014.03.002 doi GBVA2015016000024.pica (DE-627)ELV01870526X (ELSEVIER)S0959-4752(14)00025-5 DE-627 ger DE-627 rakwb eng 370 370 DE-600 630 640 VZ 48.00 bkl Torbeyns, Joke verfasserin aut Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier 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. 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. Magnitude representations Elsevier Integrated theory of numerical development Elsevier Cultural differences Elsevier Fractions Elsevier Arithmetic Elsevier Schneider, Michael oth Xin, Ziqiang oth Siegler, Robert S. oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:37 year:2015 pages:5-13 extent:9 https://doi.org/10.1016/j.learninstruc.2014.03.002 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 37 2015 5-13 9 045F 370 |
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10.1016/j.learninstruc.2014.03.002 doi GBVA2015016000024.pica (DE-627)ELV01870526X (ELSEVIER)S0959-4752(14)00025-5 DE-627 ger DE-627 rakwb eng 370 370 DE-600 630 640 VZ 48.00 bkl Torbeyns, Joke verfasserin aut Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier 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. 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. Magnitude representations Elsevier Integrated theory of numerical development Elsevier Cultural differences Elsevier Fractions Elsevier Arithmetic Elsevier Schneider, Michael oth Xin, Ziqiang oth Siegler, Robert S. oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:37 year:2015 pages:5-13 extent:9 https://doi.org/10.1016/j.learninstruc.2014.03.002 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 37 2015 5-13 9 045F 370 |
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10.1016/j.learninstruc.2014.03.002 doi GBVA2015016000024.pica (DE-627)ELV01870526X (ELSEVIER)S0959-4752(14)00025-5 DE-627 ger DE-627 rakwb eng 370 370 DE-600 630 640 VZ 48.00 bkl Torbeyns, Joke verfasserin aut Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier 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. 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. Magnitude representations Elsevier Integrated theory of numerical development Elsevier Cultural differences Elsevier Fractions Elsevier Arithmetic Elsevier Schneider, Michael oth Xin, Ziqiang oth Siegler, Robert S. oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:37 year:2015 pages:5-13 extent:9 https://doi.org/10.1016/j.learninstruc.2014.03.002 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 37 2015 5-13 9 045F 370 |
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bridging the gap: fraction understanding is central to mathematics achievement in students from three different continents |
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Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents |
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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. |
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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. |
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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. |
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