Psychology
Knowledge Organization of Discretized Non-Symbolic Fraction and Mathematics Achievement
Document Type
Article
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.
Publication Title
Journal of Cognition and Development
Publication Date
2025
ISSN
1524-8372
DOI
10.1080/15248372.2025.2456813
Keywords
rational number knowledge, education, mathematics, learning, math anxiety, elemantary school
Repository Citation
Park, Sangmi and Esposito, Alena G., "Knowledge Organization of Discretized Non-Symbolic Fraction and Mathematics Achievement" (2025). Psychology. 943.
https://commons.clarku.edu/faculty_psychology/943
