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Article: The roles of place-value understanding and non-symbolic ratio processing system in symbolic rational number processing

TitleThe roles of place-value understanding and non-symbolic ratio processing system in symbolic rational number processing
Authors
Keywordsdecimals
fractions
non-symbolic ratio processing system
place-value understanding
rational numbers
Issue Date2019
PublisherWiley for British Psychological Society. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)2044-8279
Citation
British Journal of Educational Psychology, 2019, v. 89 n. 4, p. 635-652 How to Cite?
AbstractBackground: While it has been widely demonstrated that children's and adolescents’ understanding of rational number plays an important role in their mathematics achievement, we have limited knowledge about the cognitive correlates of this understanding. Aims: The current study aimed at examining whether children's non‐symbolic ratio processing and their understanding of place‐value structure of whole numbers play a role in their understanding of fractions and decimals and whether their roles are different for fractions versus decimal understanding. Sample: A sample of 124 fourth graders was tested. Methods: Participants were tested on their symbolic rational number processing, non‐symbolic ratio processing, place‐value understanding of whole numbers, mathematics achievement, as well as a series of domain‐general and domain‐specific cognitive skills related to symbolic rational number processing. Results: The findings suggest that, while the understanding of place value of whole numbers significantly predicted the understanding of both fractions and decimals, non‐symbolic ratio processing specifically predicted the understanding of fractions, but not decimals. Conclusions: The findings highlight the roles of place‐value understanding and non‐symbolic ratio processing in the acquisition of symbolic rational numbers.
Persistent Identifierhttp://hdl.handle.net/10722/271196
ISSN
2023 Impact Factor: 3.1
2023 SCImago Journal Rankings: 1.738
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorWong, TTY-
dc.date.accessioned2019-06-24T01:05:14Z-
dc.date.available2019-06-24T01:05:14Z-
dc.date.issued2019-
dc.identifier.citationBritish Journal of Educational Psychology, 2019, v. 89 n. 4, p. 635-652-
dc.identifier.issn0007-0998-
dc.identifier.urihttp://hdl.handle.net/10722/271196-
dc.description.abstractBackground: While it has been widely demonstrated that children's and adolescents’ understanding of rational number plays an important role in their mathematics achievement, we have limited knowledge about the cognitive correlates of this understanding. Aims: The current study aimed at examining whether children's non‐symbolic ratio processing and their understanding of place‐value structure of whole numbers play a role in their understanding of fractions and decimals and whether their roles are different for fractions versus decimal understanding. Sample: A sample of 124 fourth graders was tested. Methods: Participants were tested on their symbolic rational number processing, non‐symbolic ratio processing, place‐value understanding of whole numbers, mathematics achievement, as well as a series of domain‐general and domain‐specific cognitive skills related to symbolic rational number processing. Results: The findings suggest that, while the understanding of place value of whole numbers significantly predicted the understanding of both fractions and decimals, non‐symbolic ratio processing specifically predicted the understanding of fractions, but not decimals. Conclusions: The findings highlight the roles of place‐value understanding and non‐symbolic ratio processing in the acquisition of symbolic rational numbers.-
dc.languageeng-
dc.publisherWiley for British Psychological Society. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)2044-8279-
dc.relation.ispartofBritish Journal of Educational Psychology-
dc.rightsThis is the peer reviewed version of the following article: British Journal of Educational Psychology, 2019, v. 89 n. 4, p. 635-652, which has been published in final form at https://doi.org/10.1111/bjep.12249. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.-
dc.subjectdecimals-
dc.subjectfractions-
dc.subjectnon-symbolic ratio processing system-
dc.subjectplace-value understanding-
dc.subjectrational numbers-
dc.titleThe roles of place-value understanding and non-symbolic ratio processing system in symbolic rational number processing-
dc.typeArticle-
dc.identifier.emailWong, TTY: terrytyw@hku.hk-
dc.identifier.authorityWong, TTY=rp02453-
dc.description.naturepostprint-
dc.identifier.doi10.1111/bjep.12249-
dc.identifier.scopuseid_2-s2.0-85054756443-
dc.identifier.hkuros298122-
dc.identifier.volume89-
dc.identifier.issue4-
dc.identifier.spage635-
dc.identifier.epage652-
dc.identifier.isiWOS:000498348400005-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0007-0998-

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