Relations of Different Types of Numerical Magnitude Representations to Each Other and to Mathematics Achievement
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| Title: | Relations of Different Types of Numerical Magnitude Representations to Each Other and to Mathematics Achievement |
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| Language: | English |
| Authors: | Fazio, Lisa K., Bailey, Drew H., Thompson, Clarissa A., Siegler, Robert S. |
| Source: | Grantee Submission. 2014. |
| Peer Reviewed: | Y |
| Page Count: | 52 |
| Publication Date: | 2014 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A080013 R32C100004 R305B100001 |
| Document Type: | Information Analyses Reports - Research |
| Education Level: | Grade 5 Intermediate Grades Middle Schools Elementary Education |
| Descriptors: | Mathematics Instruction, Mathematical Concepts, Numbers, Mathematics Achievement, Number Concepts, Symbols (Mathematics), Meta Analysis, Correlation, Knowledge Level, Number Systems, Grade 5, Elementary School Students, Elementary School Mathematics, Comprehension, Charter Schools, Computation, Standardized Tests, Scores, Reading Achievement, Reading Tests, Mathematics Tests |
| Geographic Terms: | Pennsylvania |
| DOI: | 10.1016/j.jecp.2014.01.013 |
| Abstract: | 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 age six. [This article was published in: "Journal of Experimental Child Psychology" v123 p53-72 2014.] |
| Abstractor: | As Provided |
| Number of References: | 55 |
| IES Funded: | Yes |
| Entry Date: | 2015 |
| Accession Number: | ED556726 |
| Database: | ERIC |
| Abstract: | 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 age six. [This article was published in: "Journal of Experimental Child Psychology" v123 p53-72 2014.] |
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| DOI: | 10.1016/j.jecp.2014.01.013 |
