Attitudes towards math (ATM) predict math achievement. Negative ATM are associated with avoidance of math content, while positive ATM are associated with exerting more effort on math tasks. Recent literature highlights the importance of considering interactions between ATM and math skill in examining relations to achievement.
View Article and Find Full Text PDFA fundamental question about fractions is whether they are grounded in an abstract nonsymbolic magnitude code similar to that postulated for whole numbers. Mounting evidence suggests that symbolic fractions could be grounded in mechanisms for perceiving nonsymbolic ratio magnitudes. However, systematic examination of such mechanisms in children has been lacking.
View Article and Find Full Text PDFResearch on how humans understand the relative magnitude of symbolic fractions presents a unique case of the symbol-grounding problem with numbers. Specifically, how do people access a holistic sense of rational number magnitude from decimal fractions (e.g.
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