Numerical Magnitude Representations Influence Arithmetic Learning.
A study examined whether the quality of numerical magnitude representations among first graders, aged approximately seven years, was correlated with, predictive of, and causally related to their arithmetic learning. Findings revealed that the children's pretest numerical magnitude representations w...
| Publicado en: | Child Development Vol. 79; no. 4; pp. 1016 - 1032 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
July/August 2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=511395581&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 511395581 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00093920 CDV jtl: Child Development issn: 00093920 maglogo: N pubinfo: dt: July/August 2008 vid: 79 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 511395581 10.1111/j.1467-8624.2008.01173.x ppf: 1016 ppct: 16 formats: tig: atl: Numerical Magnitude Representations Influence Arithmetic Learning. aug: au: Booth, Julie L. Siegler, Robert S. su: Concept learning Arithmetic Number concept Psychology of school children sug: subj: Concept learning Arithmetic Number concept Psychology of school children ab: A study examined whether the quality of numerical magnitude representations among first graders, aged approximately seven years, was correlated with, predictive of, and causally related to their arithmetic learning. Findings revealed that the children's pretest numerical magnitude representations were associated with their pretest arithmetic knowledge and were predictive of their learning of answers to unfamiliar arithmetic problems. The relationship to learning of unfamiliar problems persisted after prior arithmetic knowledge, short-term memory for numbers, and math achievement test scores were controlled for. In addition, when randomly chosen children were presented with accurate visual representations of the magnitudes of addends and sums, their learning of the answers to the problems improved. Consequently, numerical magnitude representations were both correlationally and causally associated with arithmetic learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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