Representations of and translation between common fractions and decimal fractions

Abstract Recent years have seen a boom in research on the magnitude representations of common fractions and decimal fractions. However, previous studies generally only explored the magnitude representations of these two types of fractions in isolation. The present study, using a pretest-training-pos...
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Autor*in:	Wang, YunQi [verfasserIn] Siegler, Robert S. [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2013

Schlagwörter:	magnitude representations common fractions decimal fractions fraction estimation fraction comparison fraction translation

Übergeordnetes Werk:	Enthalten in: Chinese science bulletin - Beijing, China : Chinese Acad. of Sciences, 1997, 58(2013), 36 vom: 24. Nov., Seite 4630-4640
Übergeordnetes Werk:	volume:58 ; year:2013 ; number:36 ; day:24 ; month:11 ; pages:4630-4640

Links:	Volltext

DOI / URN:	10.1007/s11434-013-6035-4

Katalog-ID:	SPR01949081X

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520			\|a Abstract Recent years have seen a boom in research on the magnitude representations of common fractions and decimal fractions. However, previous studies generally only explored the magnitude representations of these two types of fractions in isolation. The present study, using a pretest-training-posttest design, examined and compared the magnitude representations of both types of fractions, and more importantly examined their relations to fraction translation and overall mathematical competence. The results showed that (1) accurate magnitude representations developed more often for decimal fractions than for common fractions; (2) individual differences in fraction magnitude representations predicted individual differences in fraction translation performance above and beyond initial knowledge of fraction translation; (3) mere exposure to visual representations of fractions on number lines improved children’s mental representations of fraction magnitudes more than exposure to visual representations of fractions on circles or reading a textbook section on fractions. The present findings suggest that, like whole numbers, both types of fractions are organized on a mental number line, which appears to provide a central conceptual structure for organizing a wide range of numerical knowledge. Educational implications of the findings are discussed.
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allfields	10.1007/s11434-013-6035-4 doi (DE-627)SPR01949081X (SPR)s11434-013-6035-4-e DE-627 ger DE-627 rakwb eng 500 ASE 30.00 bkl Wang, YunQi verfasserin aut Representations of and translation between common fractions and decimal fractions 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Recent years have seen a boom in research on the magnitude representations of common fractions and decimal fractions. However, previous studies generally only explored the magnitude representations of these two types of fractions in isolation. The present study, using a pretest-training-posttest design, examined and compared the magnitude representations of both types of fractions, and more importantly examined their relations to fraction translation and overall mathematical competence. The results showed that (1) accurate magnitude representations developed more often for decimal fractions than for common fractions; (2) individual differences in fraction magnitude representations predicted individual differences in fraction translation performance above and beyond initial knowledge of fraction translation; (3) mere exposure to visual representations of fractions on number lines improved children’s mental representations of fraction magnitudes more than exposure to visual representations of fractions on circles or reading a textbook section on fractions. The present findings suggest that, like whole numbers, both types of fractions are organized on a mental number line, which appears to provide a central conceptual structure for organizing a wide range of numerical knowledge. Educational implications of the findings are discussed. magnitude representations (dpeaa)DE-He213 common fractions (dpeaa)DE-He213 decimal fractions (dpeaa)DE-He213 fraction estimation (dpeaa)DE-He213 fraction comparison (dpeaa)DE-He213 fraction translation (dpeaa)DE-He213 Siegler, Robert S. verfasserin aut Enthalten in Chinese science bulletin Beijing, China : Chinese Acad. of Sciences, 1997 58(2013), 36 vom: 24. Nov., Seite 4630-4640 (DE-627)341897809 (DE-600)2069521-4 1861-9541 nnns volume:58 year:2013 number:36 day:24 month:11 pages:4630-4640 https://dx.doi.org/10.1007/s11434-013-6035-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_266 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2055 GBV_ILN_2059 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 30.00 ASE AR 58 2013 36 24 11 4630-4640
spelling	10.1007/s11434-013-6035-4 doi (DE-627)SPR01949081X (SPR)s11434-013-6035-4-e DE-627 ger DE-627 rakwb eng 500 ASE 30.00 bkl Wang, YunQi verfasserin aut Representations of and translation between common fractions and decimal fractions 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Recent years have seen a boom in research on the magnitude representations of common fractions and decimal fractions. However, previous studies generally only explored the magnitude representations of these two types of fractions in isolation. The present study, using a pretest-training-posttest design, examined and compared the magnitude representations of both types of fractions, and more importantly examined their relations to fraction translation and overall mathematical competence. The results showed that (1) accurate magnitude representations developed more often for decimal fractions than for common fractions; (2) individual differences in fraction magnitude representations predicted individual differences in fraction translation performance above and beyond initial knowledge of fraction translation; (3) mere exposure to visual representations of fractions on number lines improved children’s mental representations of fraction magnitudes more than exposure to visual representations of fractions on circles or reading a textbook section on fractions. The present findings suggest that, like whole numbers, both types of fractions are organized on a mental number line, which appears to provide a central conceptual structure for organizing a wide range of numerical knowledge. Educational implications of the findings are discussed. magnitude representations (dpeaa)DE-He213 common fractions (dpeaa)DE-He213 decimal fractions (dpeaa)DE-He213 fraction estimation (dpeaa)DE-He213 fraction comparison (dpeaa)DE-He213 fraction translation (dpeaa)DE-He213 Siegler, Robert S. verfasserin aut Enthalten in Chinese science bulletin Beijing, China : Chinese Acad. of Sciences, 1997 58(2013), 36 vom: 24. Nov., Seite 4630-4640 (DE-627)341897809 (DE-600)2069521-4 1861-9541 nnns volume:58 year:2013 number:36 day:24 month:11 pages:4630-4640 https://dx.doi.org/10.1007/s11434-013-6035-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_266 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2055 GBV_ILN_2059 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 30.00 ASE AR 58 2013 36 24 11 4630-4640
allfields_unstemmed	10.1007/s11434-013-6035-4 doi (DE-627)SPR01949081X (SPR)s11434-013-6035-4-e DE-627 ger DE-627 rakwb eng 500 ASE 30.00 bkl Wang, YunQi verfasserin aut Representations of and translation between common fractions and decimal fractions 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Recent years have seen a boom in research on the magnitude representations of common fractions and decimal fractions. However, previous studies generally only explored the magnitude representations of these two types of fractions in isolation. The present study, using a pretest-training-posttest design, examined and compared the magnitude representations of both types of fractions, and more importantly examined their relations to fraction translation and overall mathematical competence. The results showed that (1) accurate magnitude representations developed more often for decimal fractions than for common fractions; (2) individual differences in fraction magnitude representations predicted individual differences in fraction translation performance above and beyond initial knowledge of fraction translation; (3) mere exposure to visual representations of fractions on number lines improved children’s mental representations of fraction magnitudes more than exposure to visual representations of fractions on circles or reading a textbook section on fractions. The present findings suggest that, like whole numbers, both types of fractions are organized on a mental number line, which appears to provide a central conceptual structure for organizing a wide range of numerical knowledge. Educational implications of the findings are discussed. magnitude representations (dpeaa)DE-He213 common fractions (dpeaa)DE-He213 decimal fractions (dpeaa)DE-He213 fraction estimation (dpeaa)DE-He213 fraction comparison (dpeaa)DE-He213 fraction translation (dpeaa)DE-He213 Siegler, Robert S. verfasserin aut Enthalten in Chinese science bulletin Beijing, China : Chinese Acad. of Sciences, 1997 58(2013), 36 vom: 24. Nov., Seite 4630-4640 (DE-627)341897809 (DE-600)2069521-4 1861-9541 nnns volume:58 year:2013 number:36 day:24 month:11 pages:4630-4640 https://dx.doi.org/10.1007/s11434-013-6035-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_266 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2055 GBV_ILN_2059 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 30.00 ASE AR 58 2013 36 24 11 4630-4640
allfieldsGer	10.1007/s11434-013-6035-4 doi (DE-627)SPR01949081X (SPR)s11434-013-6035-4-e DE-627 ger DE-627 rakwb eng 500 ASE 30.00 bkl Wang, YunQi verfasserin aut Representations of and translation between common fractions and decimal fractions 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Recent years have seen a boom in research on the magnitude representations of common fractions and decimal fractions. However, previous studies generally only explored the magnitude representations of these two types of fractions in isolation. The present study, using a pretest-training-posttest design, examined and compared the magnitude representations of both types of fractions, and more importantly examined their relations to fraction translation and overall mathematical competence. The results showed that (1) accurate magnitude representations developed more often for decimal fractions than for common fractions; (2) individual differences in fraction magnitude representations predicted individual differences in fraction translation performance above and beyond initial knowledge of fraction translation; (3) mere exposure to visual representations of fractions on number lines improved children’s mental representations of fraction magnitudes more than exposure to visual representations of fractions on circles or reading a textbook section on fractions. The present findings suggest that, like whole numbers, both types of fractions are organized on a mental number line, which appears to provide a central conceptual structure for organizing a wide range of numerical knowledge. Educational implications of the findings are discussed. magnitude representations (dpeaa)DE-He213 common fractions (dpeaa)DE-He213 decimal fractions (dpeaa)DE-He213 fraction estimation (dpeaa)DE-He213 fraction comparison (dpeaa)DE-He213 fraction translation (dpeaa)DE-He213 Siegler, Robert S. verfasserin aut Enthalten in Chinese science bulletin Beijing, China : Chinese Acad. of Sciences, 1997 58(2013), 36 vom: 24. Nov., Seite 4630-4640 (DE-627)341897809 (DE-600)2069521-4 1861-9541 nnns volume:58 year:2013 number:36 day:24 month:11 pages:4630-4640 https://dx.doi.org/10.1007/s11434-013-6035-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_266 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2055 GBV_ILN_2059 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 30.00 ASE AR 58 2013 36 24 11 4630-4640
allfieldsSound	10.1007/s11434-013-6035-4 doi (DE-627)SPR01949081X (SPR)s11434-013-6035-4-e DE-627 ger DE-627 rakwb eng 500 ASE 30.00 bkl Wang, YunQi verfasserin aut Representations of and translation between common fractions and decimal fractions 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Recent years have seen a boom in research on the magnitude representations of common fractions and decimal fractions. However, previous studies generally only explored the magnitude representations of these two types of fractions in isolation. The present study, using a pretest-training-posttest design, examined and compared the magnitude representations of both types of fractions, and more importantly examined their relations to fraction translation and overall mathematical competence. The results showed that (1) accurate magnitude representations developed more often for decimal fractions than for common fractions; (2) individual differences in fraction magnitude representations predicted individual differences in fraction translation performance above and beyond initial knowledge of fraction translation; (3) mere exposure to visual representations of fractions on number lines improved children’s mental representations of fraction magnitudes more than exposure to visual representations of fractions on circles or reading a textbook section on fractions. The present findings suggest that, like whole numbers, both types of fractions are organized on a mental number line, which appears to provide a central conceptual structure for organizing a wide range of numerical knowledge. Educational implications of the findings are discussed. magnitude representations (dpeaa)DE-He213 common fractions (dpeaa)DE-He213 decimal fractions (dpeaa)DE-He213 fraction estimation (dpeaa)DE-He213 fraction comparison (dpeaa)DE-He213 fraction translation (dpeaa)DE-He213 Siegler, Robert S. verfasserin aut Enthalten in Chinese science bulletin Beijing, China : Chinese Acad. of Sciences, 1997 58(2013), 36 vom: 24. Nov., Seite 4630-4640 (DE-627)341897809 (DE-600)2069521-4 1861-9541 nnns volume:58 year:2013 number:36 day:24 month:11 pages:4630-4640 https://dx.doi.org/10.1007/s11434-013-6035-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_266 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2055 GBV_ILN_2059 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 30.00 ASE AR 58 2013 36 24 11 4630-4640
language	English
source	Enthalten in Chinese science bulletin 58(2013), 36 vom: 24. Nov., Seite 4630-4640 volume:58 year:2013 number:36 day:24 month:11 pages:4630-4640
sourceStr	Enthalten in Chinese science bulletin 58(2013), 36 vom: 24. Nov., Seite 4630-4640 volume:58 year:2013 number:36 day:24 month:11 pages:4630-4640
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	magnitude representations common fractions decimal fractions fraction estimation fraction comparison fraction translation
dewey-raw	500
isfreeaccess_bool	false
container_title	Chinese science bulletin
authorswithroles_txt_mv	Wang, YunQi @@aut@@ Siegler, Robert S. @@aut@@
publishDateDaySort_date	2013-11-24T00:00:00Z
hierarchy_top_id	341897809
dewey-sort	3500
id	SPR01949081X
language_de	englisch
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author	Wang, YunQi
spellingShingle	Wang, YunQi ddc 500 bkl 30.00 misc magnitude representations misc common fractions misc decimal fractions misc fraction estimation misc fraction comparison misc fraction translation Representations of and translation between common fractions and decimal fractions
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topic_title	500 ASE 30.00 bkl Representations of and translation between common fractions and decimal fractions magnitude representations (dpeaa)DE-He213 common fractions (dpeaa)DE-He213 decimal fractions (dpeaa)DE-He213 fraction estimation (dpeaa)DE-He213 fraction comparison (dpeaa)DE-He213 fraction translation (dpeaa)DE-He213
topic	ddc 500 bkl 30.00 misc magnitude representations misc common fractions misc decimal fractions misc fraction estimation misc fraction comparison misc fraction translation
topic_unstemmed	ddc 500 bkl 30.00 misc magnitude representations misc common fractions misc decimal fractions misc fraction estimation misc fraction comparison misc fraction translation
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title	Representations of and translation between common fractions and decimal fractions
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title_full	Representations of and translation between common fractions and decimal fractions
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title_sort	representations of and translation between common fractions and decimal fractions
title_auth	Representations of and translation between common fractions and decimal fractions
abstract	Abstract Recent years have seen a boom in research on the magnitude representations of common fractions and decimal fractions. However, previous studies generally only explored the magnitude representations of these two types of fractions in isolation. The present study, using a pretest-training-posttest design, examined and compared the magnitude representations of both types of fractions, and more importantly examined their relations to fraction translation and overall mathematical competence. The results showed that (1) accurate magnitude representations developed more often for decimal fractions than for common fractions; (2) individual differences in fraction magnitude representations predicted individual differences in fraction translation performance above and beyond initial knowledge of fraction translation; (3) mere exposure to visual representations of fractions on number lines improved children’s mental representations of fraction magnitudes more than exposure to visual representations of fractions on circles or reading a textbook section on fractions. The present findings suggest that, like whole numbers, both types of fractions are organized on a mental number line, which appears to provide a central conceptual structure for organizing a wide range of numerical knowledge. Educational implications of the findings are discussed.
abstractGer	Abstract Recent years have seen a boom in research on the magnitude representations of common fractions and decimal fractions. However, previous studies generally only explored the magnitude representations of these two types of fractions in isolation. The present study, using a pretest-training-posttest design, examined and compared the magnitude representations of both types of fractions, and more importantly examined their relations to fraction translation and overall mathematical competence. The results showed that (1) accurate magnitude representations developed more often for decimal fractions than for common fractions; (2) individual differences in fraction magnitude representations predicted individual differences in fraction translation performance above and beyond initial knowledge of fraction translation; (3) mere exposure to visual representations of fractions on number lines improved children’s mental representations of fraction magnitudes more than exposure to visual representations of fractions on circles or reading a textbook section on fractions. The present findings suggest that, like whole numbers, both types of fractions are organized on a mental number line, which appears to provide a central conceptual structure for organizing a wide range of numerical knowledge. Educational implications of the findings are discussed.
abstract_unstemmed	Abstract Recent years have seen a boom in research on the magnitude representations of common fractions and decimal fractions. However, previous studies generally only explored the magnitude representations of these two types of fractions in isolation. The present study, using a pretest-training-posttest design, examined and compared the magnitude representations of both types of fractions, and more importantly examined their relations to fraction translation and overall mathematical competence. The results showed that (1) accurate magnitude representations developed more often for decimal fractions than for common fractions; (2) individual differences in fraction magnitude representations predicted individual differences in fraction translation performance above and beyond initial knowledge of fraction translation; (3) mere exposure to visual representations of fractions on number lines improved children’s mental representations of fraction magnitudes more than exposure to visual representations of fractions on circles or reading a textbook section on fractions. The present findings suggest that, like whole numbers, both types of fractions are organized on a mental number line, which appears to provide a central conceptual structure for organizing a wide range of numerical knowledge. Educational implications of the findings are discussed.
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title_short	Representations of and translation between common fractions and decimal fractions
url	https://dx.doi.org/10.1007/s11434-013-6035-4
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