Language Supports for Children's Understanding of Numerical Fractions: Cross-National Comparisons

Miura, Irene T.; Okamoto, Yukari; Vlahović-Štetić, Vesna; Kim, Chungsoon C.; Han, Jong Hye

doi:10.1006/jecp.1999.2519

Cited by 60 publications

(75 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the Korean language, the fractional parts are explicitly represented in fraction names (Miura, Okamoto, Vlahovic-Stetic, Kim, & Han, 1999;Mix & Paik, 2008;Paik & Mix, 2003). For example, the Korean name for ''one third" translates as ''of three parts, one"; and ''two thirds" translates as ''of three parts, two".…”

Section: Overview Of the Present Studymentioning

confidence: 99%

Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison

et al. 2016

View full text Add to dashboard Cite

a b s t r a c tPrevious work has shown that adults in the United States process fractions and decimals in distinctly different ways, both in tasks requiring magnitude judgments and in tasks requiring mathematical reasoning. In particular, fractions and decimals are preferentially used to model discrete and continuous entities, respectively. The current study tested whether similar alignments between the format of rational numbers and quantitative ontology hold for Korean college students, who differ from American students in educational background, overall mathematical proficiency, language, and measurement conventions. A textbook analysis and the results of five experiments revealed that the alignments found in the United States were replicated in South Korea. The present study provides strong evidence for the existence of a natural alignment between entity type and the format of rational numbers. This alignment, and other processing differences between fractions and decimals, cannot be attributed to the specifics of education, language, and measurement units, which differ greatly between the United States and South Korea.

show abstract

Section: Overview Of the Present Studymentioning

confidence: 99%

Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison

et al. 2016

View full text Add to dashboard Cite

show abstract

“…I. Miura et al (1999) showed these differences in word structure result in East Asian children grasping the part-whole relations represented by simple fractions (e.g., 1 ⁄2, 1 ⁄4) before formal instruction (in first and second grade) and before children whose native language does not have transparent word names for fractions (Croatian and English in this study). Paik and Mix (2003) demonstrated that first-and second-grade children in the United States perform as well as or better than the same-grade Korean children in the Miura et al study, when fractions such as 1 ⁄4 were worded as "one of four parts.…”

Section: Conceptual Knowledgementioning

confidence: 99%

Development of Mathematical Understanding

Geary¹

2007

Handbook of Child Psychology

View full text Add to dashboard Cite

“…In addition, 7-to 8-year-olds from Korea and the United States are both misled by the number of part in subsets when identifying labels for fractions, although Korean children perform at slightly higher levels on this task (Paik & Mix, 2003). Further, Korean children have been shown to outperform their U.S. peers in several cross-national studies of mathematical achievement (Miura, Okamoto, Vlahovic-Stetic, Kim & Han, 1999;Song & Ginsburg, 1987, 1988. Thus, it appears that children from both cultures make similar kinds of errors but that Korean children may on average develop their mathematical understandings somewhat more rapidly than children in the United States.…”

mentioning

confidence: 99%

The Development of Proportional Reasoning: Effect of Continuous Versus Discrete Quantities

Jeong

Levine

Huttenlocher

2007

Journal of Cognition and Development

128

160

View full text Add to dashboard Cite

This study examines the development of children's ability to reason about proportions that involve either discrete entities or continuous amounts. Six-, 8-and 10-year olds were presented with a proportional reasoning task in the context of a game involving probability. Although all age groups failed when proportions involved discrete quantities, even the youngest age group showed some success when proportions involved continuous quantities. These findings indicate that quantity type strongly affects children's ability to make judgments of proportion. Children's greater success in judging proportions involving continuous quantities appears to be related to their use of different strategies in the presence of countable versus noncountable entities. In two discrete conditions, children-particularly 8-and 10-year-olds-adopted an erroneous counting strategy, considering the number of target elements but not the relation between target and nontarget elements, either in terms of number or amount. In contrast, in the continuous condition, when it was not possible to count, children may have relied on an early developing ability to code the relative amounts of target and nontarget regions.Studies of children's ability to reason about proportions have yielded a mixed and somewhat confusing pattern of results. Some studies show competence on tasks JOURNAL OF COGNITION AND DEVELOPMENT, 8(2), 237-256

show abstract

Language Supports for Children's Understanding of Numerical Fractions: Cross-National Comparisons

Cited by 60 publications

References 9 publications

Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison

Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison

Development of Mathematical Understanding

The Development of Proportional Reasoning: Effect of Continuous Versus Discrete Quantities

Contact Info

Product

Resources

About