一年级分数知识概况及其与认知和数学技能的关系

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2026-02-01 Epub Date: 2026-01-06 DOI:10.1016/j.lindif.2025.102866

Elena M. Silla , Alexandria A. Viegut , Eva Redican , Christina Areizaga Barbieri , Ilyse Resnick , Nora S. Newcombe , Nancy C. Jordan

{"title":"一年级分数知识概况及其与认知和数学技能的关系","authors":"Elena M. Silla , Alexandria A. Viegut , Eva Redican , Christina Areizaga Barbieri , Ilyse Resnick , Nora S. Newcombe , Nancy C. Jordan","doi":"10.1016/j.lindif.2025.102866","DOIUrl":null,"url":null,"abstract":"<div><div>Latent profile analysis was used to examine variation in early fraction knowledge among first graders (<em>N</em> = 204; <em>M</em><sub><em>age</em></sub> = 6.68 years) across nonsymbolic and symbolic representations. Three distinct profiles of fraction understanding emerged. Profile 1 exhibited strong nonsymbolic knowledge, Profile 2 demonstrated similarly strong knowledge, except for weaker performance in nonsymbolic equivalence, and Profile 3 showed generally limited understanding across most areas. However, by the end of first grade, children initially identified as Profile 2 performed comparably to those in Profile 1 on measures of equivalence. Additionally, children in both Profiles 1 and 2 showed stronger cognitive skills and higher year-end mathematics achievement than those in Profile 3. These findings suggest that understanding of nonsymbolic equivalence may develop over the course of first grade in children who otherwise demonstrate strong foundational fraction knowledge, so that an initial relative weakness in that area is not concerning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102866"},"PeriodicalIF":9.0000,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Profiles of fraction knowledge in first grade and their relation to cognitive and mathematical skills\",\"authors\":\"Elena M. Silla , Alexandria A. Viegut , Eva Redican , Christina Areizaga Barbieri , Ilyse Resnick , Nora S. Newcombe , Nancy C. Jordan\",\"doi\":\"10.1016/j.lindif.2025.102866\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Latent profile analysis was used to examine variation in early fraction knowledge among first graders (<em>N</em> = 204; <em>M</em><sub><em>age</em></sub> = 6.68 years) across nonsymbolic and symbolic representations. Three distinct profiles of fraction understanding emerged. Profile 1 exhibited strong nonsymbolic knowledge, Profile 2 demonstrated similarly strong knowledge, except for weaker performance in nonsymbolic equivalence, and Profile 3 showed generally limited understanding across most areas. However, by the end of first grade, children initially identified as Profile 2 performed comparably to those in Profile 1 on measures of equivalence. Additionally, children in both Profiles 1 and 2 showed stronger cognitive skills and higher year-end mathematics achievement than those in Profile 3. These findings suggest that understanding of nonsymbolic equivalence may develop over the course of first grade in children who otherwise demonstrate strong foundational fraction knowledge, so that an initial relative weakness in that area is not concerning.</div></div>\",\"PeriodicalId\":48336,\"journal\":{\"name\":\"Learning and Individual Differences\",\"volume\":\"126 \",\"pages\":\"Article 102866\"},\"PeriodicalIF\":9.0000,\"publicationDate\":\"2026-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Individual Differences\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1041608025002420\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2026/1/6 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Individual Differences","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1041608025002420","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2026/1/6 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

摘要

潜在剖面分析用于检验一年级学生（N = 204；年龄= 6.68）在非符号和符号表征中的早期分数知识的变化。分数理解出现了三种不同的特征。剖面1表现出较强的非符号知识，剖面2表现出类似的强知识，除了在非符号等效方面表现较弱，而剖面3在大多数领域表现出普遍有限的理解。然而，到一年级结束时，最初被确定为“第二种类型”的孩子在等效性方面的表现与“第一种类型”的孩子相当。此外，两组儿童的认知能力和年终数学成绩均高于三组儿童。这些发现表明，对非符号等值的理解可能会在一年级的过程中发展起来，否则这些孩子就会表现出很强的基础分数知识，因此，最初在这方面的相对弱点并不重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Profiles of fraction knowledge in first grade and their relation to cognitive and mathematical skills

Latent profile analysis was used to examine variation in early fraction knowledge among first graders (N = 204; M_age = 6.68 years) across nonsymbolic and symbolic representations. Three distinct profiles of fraction understanding emerged. Profile 1 exhibited strong nonsymbolic knowledge, Profile 2 demonstrated similarly strong knowledge, except for weaker performance in nonsymbolic equivalence, and Profile 3 showed generally limited understanding across most areas. However, by the end of first grade, children initially identified as Profile 2 performed comparably to those in Profile 1 on measures of equivalence. Additionally, children in both Profiles 1 and 2 showed stronger cognitive skills and higher year-end mathematics achievement than those in Profile 3. These findings suggest that understanding of nonsymbolic equivalence may develop over the course of first grade in children who otherwise demonstrate strong foundational fraction knowledge, so that an initial relative weakness in that area is not concerning.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).