The unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children’s mathematics achievement

Tin Yau Terry WONG

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The current study examined the unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children’s mathematics achievement. A sample of 124 fourth graders was tested on their arithmetic operation understanding (as reflected by their understanding of arithmetic principles and the knowledge about the application of arithmetic operations) and their precision of rational number magnitude representation. They were also tested on their mathematics achievement and arithmetic computation performance as well as the potential confounding factors. The findings suggested that both arithmetic operation understanding and numerical magnitude representation uniquely predicted children’s mathematics achievement. The findings highlight the significance of arithmetic operation understanding in mathematics learning. Copyright © 2017 Elsevier Inc. All rights reserved.
Original languageEnglish
Pages (from-to)68-86
JournalJournal of Experimental Child Psychology
Volume164
Early online dateAug 2017
DOIs
Publication statusPublished - Dec 2017

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Mathematics
Learning

Citation

Wong, T. T.-Y. (2017). The unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children’s mathematics achievement. Journal of Experimental Child Psychology, 164, 68-86.

Keywords

  • Mathematics
  • Arithmetic principles
  • Commutativity
  • Relation to operand
  • Arithmetic operations
  • Numerical magnitude