Relations of different types of numerical magnitude representations to each other and to mathematics achievement.

J Exp Child Psychol

Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA; Siegler Center for Innovative Learning, Beijing Normal University, Beijing 100875, China.

Published: July 2014

We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both magnitude comparison and number line estimation tasks. After controlling for non-mathematical cognitive proficiency, both symbolic and non-symbolic numerical magnitude understandings were uniquely related to mathematics achievement, but the relation was much stronger for symbolic numbers. A meta-analysis of 19 published studies indicated that relations between non-symbolic numerical magnitude knowledge and mathematics achievement are present but tend to be weak, especially beyond 6 years of age.

Download full-text PDF

Source
http://dx.doi.org/10.1016/j.jecp.2014.01.013DOI Listing

Publication Analysis

Top Keywords

numerical magnitude
20
mathematics achievement
16
non-symbolic numerical
16
symbolic non-symbolic
12
magnitude representations
8
representations mathematics
8
magnitude understandings
8
magnitude
6
numerical
5
relations types
4

Similar Publications

Want AI Summaries of new PubMed Abstracts delivered to your In-box?

Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!