Examining Fraction Development Through Analysis of Symbolic and Non-Symbolic Magnitude Mental Representations of Whole Numbers and Fractions
Abstract
A plethora of previous research has identified important contributions of early magnitude mental representations of whole numbers to later achievement with arithmetic and other whole number skills (De Smedt et al., 2013). Of relatively little research are the contributions of magnitude mental representations of fractions, especially non-symbolic, to fractions knowledge (Fazio et al., 2014). The current study aimed to fill this gap in knowledge by examining the relationship between symbolic and non-symbolic magnitude mental representations and procedural and conceptual fraction knowledge of eighth-grade Canadian students. Results indicate that both symbolic and non-symbolic magnitude mental representations of fractions are related to achievement in procedural and conceptual fraction knowledge. The current study also identifies five distinct learner profiles based on students’ levels of procedural and conceptual fraction knowledge (e.g., lower procedural, higher conceptual), with initial indications that proficiency in magnitude mental representations may account, in part, for differences between these groups.
Description
Keywords
Educational Psychology
Citation
Pelletier, K. (2016). Examining Fraction Development Through Analysis of Symbolic and Non-Symbolic Magnitude Mental Representations of Whole Numbers and Fractions (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26017