Rational number representation, math anxiety, and algebra performance in college students

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Cognitive Development Pub Date : 2024-01-01 DOI:10.1016/j.cogdev.2024.101417
Sangmi Park, Alena G. Esposito
{"title":"Rational number representation, math anxiety, and algebra performance in college students","authors":"Sangmi Park,&nbsp;Alena G. Esposito","doi":"10.1016/j.cogdev.2024.101417","DOIUrl":null,"url":null,"abstract":"<div><p>Understanding the magnitude of rational numbers is crucial for mathematical development. However, children do not readily integrate the quantity of fractions and decimals and are even less likely to show a linear representation of fractions and decimals. Thus, the current study examined whether college-aged individuals show spontaneous quantity integration across distinct notations of rational numbers, whether rational number representation would resemble a number line, and whether their rational number representation predicts algebra performance. Further, we examined whether math anxiety plays a role. We found that college students do develop linear representation integrating the quantity between fractions and decimals. Quantitative representation of rational numbers predicted higher algebra scores. Linearity was not a significant predictor for algebra performance. The relations remained even after controlling for math anxiety. Implications for numerical understanding as well as math achievement are discussed.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"69 ","pages":"Article 101417"},"PeriodicalIF":1.8000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885201424000029","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0

Abstract

Understanding the magnitude of rational numbers is crucial for mathematical development. However, children do not readily integrate the quantity of fractions and decimals and are even less likely to show a linear representation of fractions and decimals. Thus, the current study examined whether college-aged individuals show spontaneous quantity integration across distinct notations of rational numbers, whether rational number representation would resemble a number line, and whether their rational number representation predicts algebra performance. Further, we examined whether math anxiety plays a role. We found that college students do develop linear representation integrating the quantity between fractions and decimals. Quantitative representation of rational numbers predicted higher algebra scores. Linearity was not a significant predictor for algebra performance. The relations remained even after controlling for math anxiety. Implications for numerical understanding as well as math achievement are discussed.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
大学生的有理数表示、数学焦虑和代数成绩
理解有理数的大小对数学发展至关重要。然而,儿童并不容易整合分数和小数的数量,更不可能对分数和小数进行线性表示。因此,本研究考察了大学年龄段的学生是否会在不同的有理数符号中表现出自发的数量整合,有理数表示是否会类似于数线,以及他们的有理数表示是否会预测代数成绩。此外,我们还研究了数学焦虑是否起了作用。我们发现,大学生确实发展出了线性表示法,将分数和小数之间的数量进行了整合。有理数的数量表示预测了较高的代数分数。线性并不是代数成绩的重要预测因素。即使在控制了数学焦虑之后,这种关系依然存在。本文讨论了对数字理解和数学成绩的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
期刊最新文献
From spontaneous focusing on numerosity to mathematics achievement: The mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number Preschoolers prioritize humans over robots less than adults do: An eye-tracking study Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India Attentional skills, developmental areas, and phonological awareness in children aged 5–6 years Attending to talker characteristics: Word learning and recognition in monolingually- and multilingually-raised infants
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1