Psychology

Rational number representation, math anxiety, and algebra performance in college students

Document Type

Article

Abstract

Understanding the magnitude of rational numbers is crucial for mathematical development. However, children do not readily integrate the quantity of fractions and decimals and are even less likely to show a linear representation of fractions and decimals. Thus, the current study examined whether college-aged individuals show spontaneous quantity integration across distinct notations of rational numbers, whether rational number representation would resemble a number line, and whether their rational number representation predicts algebra performance. Further, we examined whether math anxiety plays a role. We found that college students do develop linear representation integrating the quantity between fractions and decimals. Quantitative representation of rational numbers predicted higher algebra scores. Linearity was not a significant predictor for algebra performance. The relations remained even after controlling for math anxiety. Implications for numerical understanding as well as math achievement are discussed. © 2024 Elsevier Inc.

Publication Title

Cognitive Development

Publication Date

1-1-2024

Volume

69

ISSN

0885-2014

DOI

10.1016/j.cogdev.2024.101417

Keywords

Algebra performance, knowledge integration, math anxiety, numerical development, rational numbers, semantic organization

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