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- Publisher Website: 10.1016/j.jecp.2017.07.007
- Scopus: eid_2-s2.0-85026644815
- PMID: 28780490
- WOS: WOS:000411776600006
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Article: The unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement
Title | The unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement |
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Authors | |
Keywords | Arithmetic principles Relation to operand Numerical magnitude Mathematics Commutativity Arithmetic operations |
Issue Date | 2017 |
Citation | Journal of Experimental Child Psychology, 2017, v. 164, p. 68-86 How to Cite? |
Abstract | © 2017 Elsevier Inc. The current study examined the unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement. A sample of 124 fourth graders was tested on their arithmetic operation understanding (as reflected by their understanding of arithmetic principles and the knowledge about the application of arithmetic operations) and their precision of rational number magnitude representation. They were also tested on their mathematics achievement and arithmetic computation performance as well as the potential confounding factors. The findings suggested that both arithmetic operation understanding and numerical magnitude representation uniquely predicted children's mathematics achievement. The findings highlight the significance of arithmetic operation understanding in mathematics learning. |
Persistent Identifier | http://hdl.handle.net/10722/262758 |
ISSN | 2023 Impact Factor: 1.8 2023 SCImago Journal Rankings: 1.082 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Wong, Terry Tin Yau | - |
dc.date.accessioned | 2018-10-08T02:46:57Z | - |
dc.date.available | 2018-10-08T02:46:57Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Journal of Experimental Child Psychology, 2017, v. 164, p. 68-86 | - |
dc.identifier.issn | 0022-0965 | - |
dc.identifier.uri | http://hdl.handle.net/10722/262758 | - |
dc.description.abstract | © 2017 Elsevier Inc. The current study examined the unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement. A sample of 124 fourth graders was tested on their arithmetic operation understanding (as reflected by their understanding of arithmetic principles and the knowledge about the application of arithmetic operations) and their precision of rational number magnitude representation. They were also tested on their mathematics achievement and arithmetic computation performance as well as the potential confounding factors. The findings suggested that both arithmetic operation understanding and numerical magnitude representation uniquely predicted children's mathematics achievement. The findings highlight the significance of arithmetic operation understanding in mathematics learning. | - |
dc.language | eng | - |
dc.relation.ispartof | Journal of Experimental Child Psychology | - |
dc.subject | Arithmetic principles | - |
dc.subject | Relation to operand | - |
dc.subject | Numerical magnitude | - |
dc.subject | Mathematics | - |
dc.subject | Commutativity | - |
dc.subject | Arithmetic operations | - |
dc.title | The unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.jecp.2017.07.007 | - |
dc.identifier.pmid | 28780490 | - |
dc.identifier.scopus | eid_2-s2.0-85026644815 | - |
dc.identifier.volume | 164 | - |
dc.identifier.spage | 68 | - |
dc.identifier.epage | 86 | - |
dc.identifier.isi | WOS:000411776600006 | - |
dc.identifier.issnl | 0022-0965 | - |