数感
数字线
心理学
培训(气象学)
数字认知
计算能力
符号
直线(几何图形)
认知心理学
发展心理学
算术
认知
数学教育
教育学
数学
物理
几何学
神经科学
气象学
读写能力
作者
Lauren K. Schiller,Roberto A. Abreu‐Mendoza,Robert S. Siegler,Miriam Rosenberg‐Lee,Clarissa A. Thompson
标识
DOI:10.1016/j.jecp.2024.106017
摘要
Mounting evidence points to the predictive power of cross-notation rational number understanding (e.g., 2/5 vs. 0.25) relative to within-notation understanding (e.g., 2/5 vs. 1/4) in predicting math outcomes. Although correlational in nature, these studies suggest that number sense training emphasizing integrating across notations may have more positive outcomes than a within-notation focus. However, this idea has not been empirically tested. Thus, across two studies with undergraduate students (N = 183 and N = 181), we investigated the effects of a number line training program using a cross-notation approach (one that focused on connections among fractions, decimals, and percentages) and a within-notation approach (one that focused on fraction magnitude representation only). Both number line approaches produced positive effects, but those of the cross-notation approach were larger for fraction magnitude estimation and cross-notation comparison accuracy. In a third study (N = 63), we adapted the cross-notation number line training for use in place of typical classroom warm-up activities for middle school students. Similar to the results with undergraduate students, the cross-notation training program yielded positive benefits for middle school students over a typical warm-up activity (fraction arithmetic practice). Together, these results suggest the importance of an integrated approach to teaching rational number notations, an approach that appears to be uncommon in current curricula.
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