ERIC Number: EJ810805
Record Type: Journal
Publication Date: 2008-Apr
Abstractor: As Provided
Reference Count: 34
Do Korean Fraction Names Promote Part-Whole Reasoning?
Mix, Kelly S.; Paik, Jae H.
Journal of Cognition and Development, v9 n2 p145-170 Apr 2008
We investigated the effects of transparent fraction names on children's reasoning about fractions. U.S. and Korean first and second graders were tested using verbal and nonverbal measures. On a verbal task, Korean students were worse at interpreting their own conventional fraction names than interpreting modified terms with a more familiar word for "parts." This indicates that Korean fraction names may not be as transparent as previously claimed (e.g., Miura et al., 1999). On nonverbal tasks, such as matching equivalent pictures of fractions and solving mixed-number problems using objects, students from both nations performed above chance and about equally well. However, U.S. students were more likely than Korean students to misinterpret a sharing task in terms of whole numbers, leading to significantly below-chance performance in the former group. (Contains 6 figures and 1 table.)
Descriptors: Grade 2, Korean Americans, Grade 1, Elementary School Students, Thinking Skills, Logical Thinking, Verbal Communication, Visual Stimuli, Visual Perception, Problem Solving, Manipulative Materials, Cultural Influences, Cultural Differences, Mathematical Logic, Elementary School Mathematics, Familiarity, Vocabulary
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2
Authoring Institution: N/A