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Rational Number Representation Predicts Mathematics Achievement: Quantity Matters.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Rational Number Representation Predicts Mathematics Achievement: Quantity Matters./
Author:	Park, Sangmi.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	50 p.
Notes:	Source: Masters Abstracts International, Volume: 82-11.
Contained By:	Masters Abstracts International82-11.
Subject:	Developmental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28493028
ISBN:	9798738619960

Rational Number Representation Predicts Mathematics Achievement: Quantity Matters.
Park, Sangmi.

Rational Number Representation Predicts Mathematics Achievement: Quantity Matters. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 50 p.

Source: Masters Abstracts International, Volume: 82-11.

Thesis (M.A.)--Clark University, 2021.

This item must not be sold to any third party vendors.

Quantitative knowledge of rational numbers is crucial to children's later mathematics achievement. One potential barrier to developing the knowledge is that there are distinct notations in rational numbers. The notation of fractions and decimals are visually different, however, they also can represent the same numerical value (e.g., ½ and 0.5). Children must surpass processing only surface level features of rational number notation to utilize the quantitative information contained within notation. Children can represent rational numbers quantitatively when prompted, however, whether children process the quantity of rational numbers without a prompt is unknown. Thus, this study investigated unprompted rational numbers conceptualization: whether it differs across development (Study 1), and whether conceptualization is related to math achievement (Study 2). A novel Math SpAM task was created to measure children's unprompted rational number conceptualization. In Study 1, empirical evidence supported that children's unprompted quantitative representation emerges around age 11 years. In Study 2, children who organized the rational numbers by quantity had higher math achievement compared to their peers who organized by notation, regardless of age. Moreover, conceptualizing rational numbers by quantity across distinct notations (e.g., 1/2 and 0.5) but not within notation (e.g., 1/2 and 2/4) was related to children's math achievement. Our results indicate that integrating the quantity across distinct notations may be even more important than merely conceptualizing the numbers by quantity within notation. The implication of this work informs the importance of examining unprompted semantic representation and integration across knowledge areas.

ISBN: 9798738619960Subjects--Topical Terms:

516948
Developmental psychology.
Subjects--Index Terms:

Fractions

Rational Number Representation Predicts Mathematics Achievement: Quantity Matters.
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300 $a 50 p.
500 $a Source: Masters Abstracts International, Volume: 82-11.
500 $a Advisor: Esposito, Alena G.
502 $a Thesis (M.A.)--Clark University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Quantitative knowledge of rational numbers is crucial to children's later mathematics achievement. One potential barrier to developing the knowledge is that there are distinct notations in rational numbers. The notation of fractions and decimals are visually different, however, they also can represent the same numerical value (e.g., ½ and 0.5). Children must surpass processing only surface level features of rational number notation to utilize the quantitative information contained within notation. Children can represent rational numbers quantitatively when prompted, however, whether children process the quantity of rational numbers without a prompt is unknown. Thus, this study investigated unprompted rational numbers conceptualization: whether it differs across development (Study 1), and whether conceptualization is related to math achievement (Study 2). A novel Math SpAM task was created to measure children's unprompted rational number conceptualization. In Study 1, empirical evidence supported that children's unprompted quantitative representation emerges around age 11 years. In Study 2, children who organized the rational numbers by quantity had higher math achievement compared to their peers who organized by notation, regardless of age. Moreover, conceptualizing rational numbers by quantity across distinct notations (e.g., 1/2 and 0.5) but not within notation (e.g., 1/2 and 2/4) was related to children's math achievement. Our results indicate that integrating the quantity across distinct notations may be even more important than merely conceptualizing the numbers by quantity within notation. The implication of this work informs the importance of examining unprompted semantic representation and integration across knowledge areas.
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