Numerical Magnitude Representations Influence Arithmetic Learning

Autor/inn/en	Booth, Julie L.; Siegler, Robert S.
Titel	Numerical Magnitude Representations Influence Arithmetic Learning
Quelle	In: Child Development, 79 (2008) 4, S.1016-1031 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2008.01173.x
Schlagwörter	Pretests Posttests; Achievement Tests; Short Term Memory; Mathematics Skills; Grade 1; Arithmetic; Cognitive Development; Mathematics Instruction; Numeracy; Prior Learning; Visual Aids; Teaching Methods + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kurzzeitgedächtnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kognitive Entwicklung; Mathematics lessons; Mathematikunterricht; Rechenkompetenz; Vorkenntnisse; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be predictive of their learning of answers to unfamiliar arithmetic problems. The relation to learning of unfamiliar problems remained after controlling for prior arithmetic knowledge, short-term memory for numbers, and math achievement test scores. Moreover, presenting randomly chosen children with accurate visual representations of the magnitudes of addends and sums improved their learning of the answers to the problems. Thus, representations of numerical magnitude are both correlationally and causally related to arithmetic learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10