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Knowledge Organization of Discretized Non-Symbolic Fraction and Mathematics Achievement

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  • Author(s): Sangmi Park; Alena G. Esposito
  • Language:
    English
  • Source:
    Journal of Cognition and Development. 2025 26(4):651-674.
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      24
    • Education Level:
      Early Childhood Education
      Elementary Education
      Grade 3
      Primary Education
      Grade 4
      Intermediate Grades
      Grade 5
      Middle Schools
    • Subject Terms:
      Mathematics Achievement; Fractions; Grade 3; Grade 4; Grade 5; Mathematics Anxiety; Mathematical Concepts; Numbers; Elementary School Students; Predictor Variables; Symbols (Mathematics); Student Attitudes; Grade Level Differences; Cognitive Structures; Cognitive Processes
    • Accession Number:
      10.1080/15248372.2025.2456813
    • ISSN:
      1524-8372
      1532-7647
    • Abstract:
      Rational number knowledge is critical in both current and future mathematical success. Despite its importance, there is a gap in understanding regarding how children process quantitative information from discretized non-symbolic fractions when salient surface features interfere with this process. This study examines five research questions aimed at addressing this gap in 3rd to 5th grade children in the US. First, how do children spontaneously organize non-symbolic discretized fractions? Second, does the pattern vary across grade levels? Third, we tested whether math anxiety predicts children's non-symbolic organization. Fourth, we examined whether the pattern of discretized non-symbolic fraction conceptualization correlates with their conceptualization of symbolic rational numbers. Lastly, we examined whether the ways children organize non-symbolic discretized fractions predicted their math achievement. Our sample consisted primarily of high math-achieving students. The results showed that most children organized non-symbolic fractions based on quantity or surface features, with a higher proportion showing quantitative conceptualization in higher grades. Math anxiety was not related to children's non-symbolic fraction organization. Non-symbolic fraction organization was significantly correlated with symbolic fraction organization. Quantitative conceptualization of non-symbolic rational numbers was associated with higher math achievement. These findings shed light on how children process the magnitude of discretized fractions and provide insights into the relation among non-symbolic fraction understanding, math achievement, and math anxiety.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1490652