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Direct linkBoby Ho-Hong Ching; Xiang Yu Li; Tiffany Ting Chen – British Journal of Educational Psychology, 2024
Background: Recent research showed that cross-notation magnitude knowledge of fractions and decimals was related to better performance in fraction arithmetic, but it remains unclear whether it made an independent contribution to fraction arithmetic longitudinally when other cognitive variables are considered. Aims: To examine the extent to which…
Descriptors: Number Concepts, Fractions, Arithmetic, Young Children
Schneider, Michael; Grabner, Roland H.; Paetsch, Jennifer – Journal of Educational Psychology, 2009
As indicated by the distance effect and the spatial-numerical association of response codes (SNARC) effect, natural numbers are mentally represented on a number line. Purportedly, this number line underlies children's number sense, which supports the acquisition of more advanced mathematical competencies. In 3 studies with a total of 429 fifth and…
Descriptors: Intelligence, Academic Achievement, Path Analysis, Number Concepts
