Development of fraction concepts and procedures in US and Chinese children

被引：48

作者：

Bailey, Drew H. ^{[1
]}

Zhou, Xinlin ^{[2
]}

Zhang, Yiyun ^{[2
]}

Cui, Jiaxin ^{[2
]}

Fuchs, Lynn S. ^{[3
]}

Jordan, Nancy C. ^{[4
]}

Gersten, Russell ^{[5
]}

Siegler, Robert S. ^{[1
,2
]}

机构：

[1] Carnegie Mellon Univ, Dept Psychol, Pittsburgh, PA 15213 USA

[2] Beijing Normal Univ, Natl Key Lab Cognit Neurosci & Learning, Beijing 100875, Peoples R China

[3] Vanderbilt Univ, Dept Special Educ, Peabody Coll, Nashville, TN 37203 USA

[4] Univ Delaware, Sch Educ, Newark, DE 19716 USA

[5] Instruct Res Grp, Los Alamitos, CA 90720 USA

来源：

JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY | 2015年 / 129卷

关键词：

Mathematical development; Cognitive development; Fractions; Numerical magnitude representations; Conceptual knowledge; Procedural knowledge; INDIVIDUAL-DIFFERENCES; RATIONAL NUMBERS; MATHEMATICS ACHIEVEMENT; EARLY PREDICTORS; WHOLE NUMBER; KNOWLEDGE; SKILL; DETERMINANTS; PERFORMANCE;

D O I：

10.1016/j.jecp.2014.08.006

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

We compared knowledge of fraction concepts and procedures among sixth and eighth graders in China and the United States. As anticipated, Chinese middle school children had higher knowledge of fraction concepts and procedures than U.S. children in the same grades, and the difference in procedural knowledge was much larger than the difference in conceptual knowledge. Of particular interest, national differences in knowledge of fraction concepts were fully mediated by differences in knowledge of fraction procedures, and differences between the knowledge of Chinese and U.S. children were most pronounced among the lowest achieving children within each country. Based on these and previous results, a theoretical model of the mutually facilitative interaction between conceptual and procedural knowledge of fractions is proposed and discussed. (C) 2014 Elsevier Inc. All rights reserved.

引用

页码：68 / 83

页数：16

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