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- Publisher Website: 10.1037/dev0001585
- Scopus: eid_2-s2.0-85168428421
- WOS: WOS:001023454500001
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Article: The sums are larger than their natural number addends: Relation to operands understanding predicts growth in arithmetic/algebraic problem solving.
Title | The sums are larger than their natural number addends: Relation to operands understanding predicts growth in arithmetic/algebraic problem solving. |
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Authors | |
Issue Date | 6-Jul-2023 |
Publisher | American Psychological Association |
Citation | Developmental Psychology, 2023, v. 59, n. 9, p. 1645-1651 How to Cite? |
Abstract | The relation to operands (RO) principles describe the relation between operands and answers in arithmetic problems (e.g., the sum is always larger than its positive addends). Despite being a fundamental property of arithmetic, its empirical relation with arithmetic/algebraic problem solving has seldom been investigated. The current longitudinal study aimed to address this issue. Two-hundred-and-two Chinese fifth graders (57% boys) were assessed on their RO understanding. Their arithmetic/algebraic problem solving were assessed multiple times over 2 years. Results from latent growth curve modeling showed that RO understanding predicted the growth in arithmetic/algebraic problem solving when other known predictors of arithmetic/algebraic problem solving were controlled. The findings highlight the role of RO understanding in children's mathematical development. Interventions should be developed to enhance children's RO understanding |
Persistent Identifier | http://hdl.handle.net/10722/331342 |
ISSN | 2023 Impact Factor: 3.1 2023 SCImago Journal Rankings: 1.631 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Wong, Terry Tin-Yau | - |
dc.contributor.author | Kwan, Kam-Tai | - |
dc.date.accessioned | 2023-09-21T06:54:52Z | - |
dc.date.available | 2023-09-21T06:54:52Z | - |
dc.date.issued | 2023-07-06 | - |
dc.identifier.citation | Developmental Psychology, 2023, v. 59, n. 9, p. 1645-1651 | - |
dc.identifier.issn | 0012-1649 | - |
dc.identifier.uri | http://hdl.handle.net/10722/331342 | - |
dc.description.abstract | <p>The relation to operands (RO) principles describe the relation between operands and answers in arithmetic problems (e.g., the sum is always larger than its positive addends). Despite being a fundamental property of arithmetic, its empirical relation with arithmetic/algebraic problem solving has seldom been investigated. The current longitudinal study aimed to address this issue. Two-hundred-and-two Chinese fifth graders (57% boys) were assessed on their RO understanding. Their arithmetic/algebraic problem solving were assessed multiple times over 2 years. Results from latent growth curve modeling showed that RO understanding predicted the growth in arithmetic/algebraic problem solving when other known predictors of arithmetic/algebraic problem solving were controlled. The findings highlight the role of RO understanding in children's mathematical development. Interventions should be developed to enhance children's RO understanding<br></p> | - |
dc.language | eng | - |
dc.publisher | American Psychological Association | - |
dc.relation.ispartof | Developmental Psychology | - |
dc.title | The sums are larger than their natural number addends: Relation to operands understanding predicts growth in arithmetic/algebraic problem solving. | - |
dc.type | Article | - |
dc.identifier.doi | 10.1037/dev0001585 | - |
dc.identifier.scopus | eid_2-s2.0-85168428421 | - |
dc.identifier.volume | 59 | - |
dc.identifier.issue | 9 | - |
dc.identifier.spage | 1645 | - |
dc.identifier.epage | 1651 | - |
dc.identifier.eissn | 1939-0599 | - |
dc.identifier.isi | WOS:001023454500001 | - |
dc.identifier.issnl | 0012-1649 | - |