Psychological Development and Education ›› 2018, Vol. 34 ›› Issue (4): 443-452.doi: 10.16187/j.cnki.issn1001-4918.2018.04.08

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The Accuracy and Form of Fraction Magnitude Representation for 4 to 8 Graders

GAO Ruiyan1, NIU Meixin2, YANG Tao2, ZHOU Xinlin3   

  1. 1. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875;
    2. Beijing Daxing Local Taxation Bureau, Beijing 102600;
    3. National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875
  • Online:2018-07-15 Published:2018-07-15

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Abstract: Fraction is a useful tool for exploring the relationship between the two quantities in real life, and fraction magnitude representation plays an important role in fraction study. This study adopted number line task to investigate the patterns of fraction magnitude representation for fourth to eighth graders. The results demonstrated that:(1) The accuracy of fraction magnitude representation raised along with grade increasing; (2) The accuracy of unit fraction representation and non-unit fraction representation was different, the representation of unit fraction was significantly more accurate than non-unit fraction representation, furthermore, this difference was larger in junior grades (fourth to sixth graders) and could be ignorable in senior grades (seventh to eighth graders); (3) Students showed linear rather than logarithmic form in fraction magnitude representation on the 0~3 number line, the linear representation emerged in sixth graders and developed gradually with age increasing. Children in China and the West have similar development path for the accuracy and form of fraction magnitude representation, while Chinese children showed higher accuracy, and the linear representation emerged earlier.

Key words: fraction magnitude representation, number line estimation, accuracy, linear representation, children

CLC Number: 

  • G442

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