The role of language in fraction performance: A synthesis of literature

被引：20

作者：

Chow, Jason C. ^{[1
]}

Jacobs, Magdalene ^{[2
]}

机构：

[1] Vanderbilt Univ, Dept Special Educ, 230 Appleton Pl,Peabody Box 228, Nashville, TN 37203 USA

[2] Vanderbilt Univ, Dept Hearing & Speech Sci, MCE 8310 South Tower 1215 21st Ave South, Nashville, TN 37232 USA

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2016年 / 47卷

关键词：

Language; Fractions; Mathematics; INDIVIDUAL-DIFFERENCES; MATHEMATICS; PREDICTORS; SKILLS; IDENTIFICATION; VOCABULARY; CHILDREN; NUMBER;

D O I：

10.1016/j.lindif.2015.12.017

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The purpose of this review was to examine the role of oral language in fraction outcomes for school-age students. A comprehensive literature search yielded three studies conducted in the United States for synthesis from which conclusions were drawn. The studies included elementary students in first through fifth grade. Overall, findings suggest that oral language plays a meaningful role in fraction performance. However, heterogeneity across included studies and measurement concerns limit comparisons and conclusions. Differences in measures and other potential confounding variables are discussed. Future research is needed to determine the causal role of language in fraction performance and the extent to which subconstructs of language impact student learning, and the cognitive load of instructional language warrants consideration. (C) 2015 Elsevier Inc. All rights reserved.

引用

页码：252 / 257

页数：6

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