Numerical Magnitude Representations Influence Arithmetic Learning
This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated...
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| Veröffentlicht in: | Child development 2008-07, Vol.79 (4), p.1016-1031 |
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| container_title | Child development |
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| creator | Booth, Julie L. Siegler, Robert S. |
| description | This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be predictive of their learning of answers to unfamiliar arithmetic problems. The relation to learning of unfamiliar problems remained after controlling for prior arithmetic knowledge, short-term memory for numbers, and math achievement test scores. Moreover, presenting randomly chosen children with accurate visual representations of the magnitudes of addends and sums improved their learning of the answers to the problems. Thus, representations of numerical magnitude are both correlationally and causally related to arithmetic learning. |
| doi_str_mv | 10.1111/j.1467-8624.2008.01173.x |
| format | Article |
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The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be predictive of their learning of answers to unfamiliar arithmetic problems. The relation to learning of unfamiliar problems remained after controlling for prior arithmetic knowledge, short-term memory for numbers, and math achievement test scores. Moreover, presenting randomly chosen children with accurate visual representations of the magnitudes of addends and sums improved their learning of the answers to the problems. Thus, representations of numerical magnitude are both correlationally and causally related to arithmetic learning.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.1111/j.1467-8624.2008.01173.x</identifier><identifier>PMID: 18717904</identifier><identifier>CODEN: CHDEAW</identifier><language>eng</language><publisher>Malden, USA: Blackwell Publishing Inc</publisher><subject>Academic achievement ; Achievement ; Achievement Tests ; Addition ; Arithmetic ; Biological and medical sciences ; Causality ; Child ; Child development ; Children ; Children & youth ; Cognitive Development ; Correlation analysis ; Developmental psychology ; Education ; Educational Measurement ; Empirical Articles ; Family studies ; Female ; Fundamental and applied biological sciences. Psychology ; Grade 1 ; Humans ; Learning ; Magnitude ; Male ; Mathematical linearity ; Mathematics ; Mathematics Instruction ; Mathematics Skills ; Memory ; Memory, Short-Term ; Numbers ; Numeracy ; Pretests ; Pretests Posttests ; Prior Learning ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Retention (Psychology) ; Short term ; Short Term Memory ; Studies ; Teaching Methods ; Training ; Visual Aids ; Visual representation</subject><ispartof>Child development, 2008-07, Vol.79 (4), p.1016-1031</ispartof><rights>Copyright 2008 The Society for Research in Child Development, Inc.</rights><rights>2008, Copyright the Author(s); Journal Compilation © 2008, Society for Research in Child Development, Inc.</rights><rights>2008 INIST-CNRS</rights><rights>Copyright Blackwell Publishing Ltd. 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The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be predictive of their learning of answers to unfamiliar arithmetic problems. The relation to learning of unfamiliar problems remained after controlling for prior arithmetic knowledge, short-term memory for numbers, and math achievement test scores. Moreover, presenting randomly chosen children with accurate visual representations of the magnitudes of addends and sums improved their learning of the answers to the problems. Thus, representations of numerical magnitude are both correlationally and causally related to arithmetic learning.</description><subject>Academic achievement</subject><subject>Achievement</subject><subject>Achievement Tests</subject><subject>Addition</subject><subject>Arithmetic</subject><subject>Biological and medical sciences</subject><subject>Causality</subject><subject>Child</subject><subject>Child development</subject><subject>Children</subject><subject>Children & youth</subject><subject>Cognitive Development</subject><subject>Correlation analysis</subject><subject>Developmental psychology</subject><subject>Education</subject><subject>Educational Measurement</subject><subject>Empirical Articles</subject><subject>Family studies</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Grade 1</subject><subject>Humans</subject><subject>Learning</subject><subject>Magnitude</subject><subject>Male</subject><subject>Mathematical linearity</subject><subject>Mathematics</subject><subject>Mathematics Instruction</subject><subject>Mathematics Skills</subject><subject>Memory</subject><subject>Memory, Short-Term</subject><subject>Numbers</subject><subject>Numeracy</subject><subject>Pretests</subject><subject>Pretests Posttests</subject><subject>Prior Learning</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Retention (Psychology)</subject><subject>Short term</subject><subject>Short Term Memory</subject><subject>Studies</subject><subject>Teaching Methods</subject><subject>Training</subject><subject>Visual Aids</subject><subject>Visual representation</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqNkduLEzEUxgdR3Lr6H6gMgr5NPbknLwul7V6kriBewJeQppk1dS41mWG7_70Zp3TBlzUvSfh--c45-bIsRzBFab3fThHlopAc0ykGkFNASJDp_lE2OQqPswkAqIIoDCfZsxi36Yq5Ik-zEyQFEgroJJtd97UL3poq_2huGt_1G5d_drvgoms60_m2iflVU1a9a6zLZ8F3P2vXeZuvnAmNb26eZ09KU0X34rCfZl_Pl1_ml8Xq08XVfLYqLOOSFJhQrCyHtQTLN8TJ0vJyLRxn1nEuFFdgrTGcYCKpFUAZT7jAtCQU5JqR0-zd6LsL7e_exU7XPlpXVaZxbR81V5RRpOiDIBMEqMQPgyR9FqViKP3mH3Db9qFJ02qkJCMcg0qQHCEb2hiDK_Uu-NqEO41AD6nprR7C0UM4ekhN_01N79PT1wf_fl27zf3DQ0wJeHsATExRlcE01scjh4ERNo7-cuSGSI_y8oMEjCQk-WyUb33l7v67Pz1fLL8Nx2TwajTYxq4N9_UF4yS1kPRi1H3s3P6om_BLc0EE09-vL_RiIX5IuQJ9Sf4AzR3SRw</recordid><startdate>200807</startdate><enddate>200807</enddate><creator>Booth, Julie L.</creator><creator>Siegler, Robert S.</creator><general>Blackwell Publishing Inc</general><general>Wiley-Blackwell</general><general>Blackwell Publishing</general><general>Blackwell</general><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TK</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>U9A</scope><scope>7X8</scope></search><sort><creationdate>200807</creationdate><title>Numerical Magnitude Representations Influence Arithmetic Learning</title><author>Booth, Julie L. ; Siegler, Robert S.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5683-23429c60b80c6d3e8fc6fb7e65ce6679690ccaa632384c704569c6724f3408b53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Academic achievement</topic><topic>Achievement</topic><topic>Achievement Tests</topic><topic>Addition</topic><topic>Arithmetic</topic><topic>Biological and medical sciences</topic><topic>Causality</topic><topic>Child</topic><topic>Child development</topic><topic>Children</topic><topic>Children & youth</topic><topic>Cognitive Development</topic><topic>Correlation analysis</topic><topic>Developmental psychology</topic><topic>Education</topic><topic>Educational Measurement</topic><topic>Empirical Articles</topic><topic>Family studies</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. 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Psychophysiology</topic><topic>Retention (Psychology)</topic><topic>Short term</topic><topic>Short Term Memory</topic><topic>Studies</topic><topic>Teaching Methods</topic><topic>Training</topic><topic>Visual Aids</topic><topic>Visual representation</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Booth, Julie L.</creatorcontrib><creatorcontrib>Siegler, Robert S.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Neurosciences Abstracts</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>MEDLINE - Academic</collection><jtitle>Child development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Booth, Julie L.</au><au>Siegler, Robert S.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ802180</ericid><atitle>Numerical Magnitude Representations Influence Arithmetic Learning</atitle><jtitle>Child development</jtitle><addtitle>Child Dev</addtitle><date>2008-07</date><risdate>2008</risdate><volume>79</volume><issue>4</issue><spage>1016</spage><epage>1031</epage><pages>1016-1031</pages><issn>0009-3920</issn><eissn>1467-8624</eissn><coden>CHDEAW</coden><abstract>This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be predictive of their learning of answers to unfamiliar arithmetic problems. The relation to learning of unfamiliar problems remained after controlling for prior arithmetic knowledge, short-term memory for numbers, and math achievement test scores. Moreover, presenting randomly chosen children with accurate visual representations of the magnitudes of addends and sums improved their learning of the answers to the problems. Thus, representations of numerical magnitude are both correlationally and causally related to arithmetic learning.</abstract><cop>Malden, USA</cop><pub>Blackwell Publishing Inc</pub><pmid>18717904</pmid><doi>10.1111/j.1467-8624.2008.01173.x</doi><tpages>16</tpages></addata></record> |
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| subjects | Academic achievement Achievement Achievement Tests Addition Arithmetic Biological and medical sciences Causality Child Child development Children Children & youth Cognitive Development Correlation analysis Developmental psychology Education Educational Measurement Empirical Articles Family studies Female Fundamental and applied biological sciences. Psychology Grade 1 Humans Learning Magnitude Male Mathematical linearity Mathematics Mathematics Instruction Mathematics Skills Memory Memory, Short-Term Numbers Numeracy Pretests Pretests Posttests Prior Learning Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Retention (Psychology) Short term Short Term Memory Studies Teaching Methods Training Visual Aids Visual representation |
| title | Numerical Magnitude Representations Influence Arithmetic Learning |
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