ERIC Number: EJ1131166
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Reference Count: 35
The Number Line Is a Critical Spatial-Numerical Representation: Evidence from a Fraction Intervention
Hamdan, Noora; Gunderson, Elizabeth A.
Developmental Psychology, v53 n3 p587-596 Mar 2017
Children's ability to place fractions on a number line strongly correlates with math achievement. But does the number line play a causal role in fraction learning or does it simply index more advanced fraction knowledge? The number line may be a particularly effective representation for fraction learning because its properties align with the desired mental representation and take advantage of preexisting spatial-numeric biases. Using a pretest-training-posttest design, we examined second and third graders' fraction learning in 3 conditions: number line training, area model training, and a non-numerical control. Children who received number line training improved at representing fractions with number lines, and children who received area model training improved at representing fractions with area models. Critically, only the number line training led to transfer to an untrained fraction magnitude comparison task. We conclude that the number line plays a causal role in children's fraction magnitude understanding, and is more beneficial than the widely used area model.
Descriptors: Fractions, Number Concepts, Pretests Posttests, Elementary School Students, Grade 2, Grade 3, Mathematics Instruction, Transfer of Training, Influences, Computation, Elementary School Mathematics
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1452000|SBE1041707