The Relationship Between Fraction Magnitude Representation and Mathematics Achievement: The Mediating Role of the Conceptual Understanding of Fraction in Fourth-Grade and Seventh-Grade

Abstract

Abstract: The current study aimed to explore the mediating role of conceptual understanding of fraction in the relationship between fraction magnitude representation and mathematics achievement. A total of 379 students in the fourth and seventh grades in Beijing were investigated. Results showed that fraction magnitude representation was positively related to mathematics achievement. As the grades increased, the association between fraction magnitude representation and mathematics achievement was enhanced. Conceptual understanding of fraction totally mediated the relationship between fraction magnitude representation and mathematics achievement in the fourth grade, and partially mediated the relationship between fraction magnitude representation and mathematics achievement in the seventh grade. Thus, fraction magnitude representation directly improved mathematics achievement, and enhanced mathematics achievement via conceptual understanding of fraction in the fourth and seventh grades.

Key words: fraction magnitude representation, conceptual understanding of fraction, mathematics achievement, mediating effect, primary and secondary school students

摘要： 为探究分数概念理解在分数数量表征与数学学业成就之间的作用机制，本研究对北京市379名四、七年级学生进行测试，并构建中介模型。结果表明：分数数量表征对数学学业成就有积极影响；随着年级的增加，上述影响作用更大；在四年级学生中，分数概念理解在分数数量表征与数学学业成就之间起到完全中介作用，在七年级学生中起到部分中介作用。因此，在四、七年级学生中，分数数量表征既可以直接促进数学学业成就的提升，也可以通过分数概念理解来提升数学学业成就。

关键词: 分数数量表征, 分数概念理解, 数学学业成就, 中介作用, 中小学生

CLC Number:

B844

QIU Chen, NIU Meixin, ZHOU Xinlin, YANG Tao. The Relationship Between Fraction Magnitude Representation and Mathematics Achievement: The Mediating Role of the Conceptual Understanding of Fraction in Fourth-Grade and Seventh-Grade[J]. Studies of Psychology and Behavior, 2021, 19(5): 628-635.

邱晨, 牛美心, 周新林, 杨涛. 四、七年级学生分数数量表征与数学学业成就的关系：分数概念理解的中介作用[J]. 心理与行为研究, 2021, 19(5): 628-635.

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