Rational number representation, math anxiety, and algebra performance in college students

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Sangmi Park, Alena G. Esposito
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引用次数: 0

Abstract

Understanding the magnitude of rational numbers is crucial for mathematical development. However, children do not readily integrate the quantity of fractions and decimals and are even less likely to show a linear representation of fractions and decimals. Thus, the current study examined whether college-aged individuals show spontaneous quantity integration across distinct notations of rational numbers, whether rational number representation would resemble a number line, and whether their rational number representation predicts algebra performance. Further, we examined whether math anxiety plays a role. We found that college students do develop linear representation integrating the quantity between fractions and decimals. Quantitative representation of rational numbers predicted higher algebra scores. Linearity was not a significant predictor for algebra performance. The relations remained even after controlling for math anxiety. Implications for numerical understanding as well as math achievement are discussed.

大学生的有理数表示、数学焦虑和代数成绩
理解有理数的大小对数学发展至关重要。然而,儿童并不容易整合分数和小数的数量,更不可能对分数和小数进行线性表示。因此,本研究考察了大学年龄段的学生是否会在不同的有理数符号中表现出自发的数量整合,有理数表示是否会类似于数线,以及他们的有理数表示是否会预测代数成绩。此外,我们还研究了数学焦虑是否起了作用。我们发现,大学生确实发展出了线性表示法,将分数和小数之间的数量进行了整合。有理数的数量表示预测了较高的代数分数。线性并不是代数成绩的重要预测因素。即使在控制了数学焦虑之后,这种关系依然存在。本文讨论了对数字理解和数学成绩的影响。
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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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