Format:
Online-Ressource
ISSN:
2363-8761
Content:
Abstract: There is strong evidence from research conducted in the United States that fraction magnitude understanding supports mathematics achievement. Unfortunately, there has been little research that examines if this relation is present across educational contexts with different approaches to teaching fractions. The current study compared fourth and sixth grade students from two countries which differ in their approach to teaching fractions: Australia and the United States. We gathered data on fraction and decimal magnitude understanding, proportional reasoning, and a standardized mathematics achievement test on whole number computation. Across both countries, reasoning about rational magnitude (either fraction or decimal) was predictive of whole number computation, supporting the central role of rational number learning. However, the precise relation varied, indicating that cross-national differences in rational number instruction can influence the nature of the relation between understa.... https://jnc.psychopen.eu/index.php/jnc/article/view/8249
In:
volume:9
In:
number:1
In:
day:31
In:
month:03
In:
year:2023
In:
Journal of numerical cognition, Trier : PsychOpen GOLD, Leibniz Institute for Psychology (ZPID), [2015]-, 9, Heft 1 (31.03.2023), 2363-8761
Language:
English
URN:
urn:nbn:de:101:1-2023041505120977211431
URL:
https://doi.org/10.5964/jnc.8249
URL:
https://nbn-resolving.org/urn:nbn:de:101:1-2023041505120977211431
URL:
https://d-nb.info/1286303036/34
URL:
https://jnc.psychopen.eu/index.php/jnc/article/view/8249/9949
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