Developmental foundations of children’s fraction magnitude knowledge
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- 作者：Yi Mou ; Yaoran Li ; Mary K. Hoard ; Lara D. Nugent ; Felicia W. Chu ; Jeffrey N. Rouder ; David C. Geary ; GearyD@Missouri.edu" class="auth_mail" title="E-mail the corresponding author
- 关键词：Longitudinal study ; Mathematics ; Mathematical cognition ; Fractions ; Intelligence ; Working memory ; In-class attention
- 刊名：Cognitive Development
- 出版年：2016
- 出版时间：July-September 2016
- 年：2016
- 卷：39
- 期：Complete
- 页码：141-153
- 全文大小：792 K
文摘
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We tested 8th and 9th graders’ understanding of the fractions number line.
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Fractions number line performance predicted high school algebra achievement.
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Innovative Baysian analyses identified earlier-grade predictors of fraction number line performance.
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Conceptual understanding of fractions in 7th grade predicted later fraction number line performance.
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Fractions knowledge and whole number knowledge are gradually integrated.