Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA.
Trends Cogn Sci. 2013 Jan;17(1):13-9. doi: 10.1016/j.tics.2012.11.004. Epub 2012 Dec 7.
Recent research on fractions has broadened and deepened theories of numerical development. Learning about fractions requires children to recognize that many properties of whole numbers are not true of numbers in general and also to recognize that the one property that unites all real numbers is that they possess magnitudes that can be ordered on number lines. The difficulty of attaining this understanding makes the acquisition of knowledge about fractions an important issue educationally, as well as theoretically. This article examines the neural underpinnings of fraction understanding, developmental and individual differences in that understanding, and interventions that improve the understanding. Accurate representation of fraction magnitudes emerges as crucial both to conceptual understanding of fractions and to fraction arithmetic.
最近关于分数的研究拓宽和深化了数值发展理论。学习分数需要孩子们认识到，许多整数的性质并不适用于一般的数字，也需要认识到，将所有实数统一起来的一个性质是它们具有可以在数轴上排序的大小。这种理解的难度使得分数知识的获取在教育上和理论上都是一个重要的问题。本文考察了分数理解的神经基础、这种理解的发展和个体差异，以及提高理解的干预措施。分数大小的准确表示对于分数的概念理解和分数算法都至关重要。
