10.1184/R1/6617906.v1
Lisa K. Fazio
Lisa K.
Fazio
Drew H. Bailey
Drew
H. Bailey
Clarissa A. Thompson
Clarissa A.
Thompson
Robert Siegler
Robert
Siegler
Relations of different types of numerical magnitude representations to each other and to mathematics achievement.
Carnegie Mellon University
2014
Fractions
Magnitude representations
Approximate number system
Mathematics achievement
Number line estimation
Magnitude comparison
2014-07-01 00:00:00
Journal contribution
https://kilthub.cmu.edu/articles/journal_contribution/Relations_of_different_types_of_numerical_magnitude_representations_to_each_other_and_to_mathematics_achievement_/6617906
<p>We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both magnitude comparison and number line estimation tasks. After controlling for non-mathematical cognitive proficiency, both symbolic and non-symbolic numerical magnitude understandings were uniquely related to mathematics achievement, but the relation was much stronger for symbolic numbers. A meta-analysis of 19 published studies indicated that relations between non-symbolic numerical magnitude knowledge and mathematics achievement are present but tend to be weak, especially beyond 6 years of age.</p>