%0 Journal Article %A Fazio, Lisa K. %A H. Bailey, Drew %A Thompson, Clarissa A. %A Siegler, Robert %D 2014 %T Relations of different types of numerical magnitude representations to each other and to mathematics achievement. %U https://kilthub.cmu.edu/articles/journal_contribution/Relations_of_different_types_of_numerical_magnitude_representations_to_each_other_and_to_mathematics_achievement_/6617906 %R 10.1184/R1/6617906.v1 %2 http://dx.doi.org/10.1016/j.jecp.2014.01.013 %K Fractions %K Magnitude representations %K Approximate number system %K Mathematics achievement %K Number line estimation %K Magnitude comparison %X

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.

%I Carnegie Mellon University