Bailey Drew H, Zhou Xinlin, Zhang Yiyun, Cui Jiaxin, Fuchs Lynn S, Jordan Nancy C, Gersten Russell, Siegler Robert S
Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA.
National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China.
J Exp Child Psychol. 2015 Jan;129:68-83. doi: 10.1016/j.jecp.2014.08.006. Epub 2014 Sep 29.
We compared knowledge of fraction concepts and procedures among sixth and eighth graders in China and the United States. As anticipated, Chinese middle school children had higher knowledge of fraction concepts and procedures than U.S. children in the same grades, and the difference in procedural knowledge was much larger than the difference in conceptual knowledge. Of particular interest, national differences in knowledge of fraction concepts were fully mediated by differences in knowledge of fraction procedures, and differences between the knowledge of Chinese and U.S. children were most pronounced among the lowest achieving children within each country. Based on these and previous results, a theoretical model of the mutually facilitative interaction between conceptual and procedural knowledge of fractions is proposed and discussed.
我们比较了中国和美国六年级与八年级学生在分数概念及运算方面的知识。正如预期的那样，中国的中学生在分数概念及运算方面的知识比同年级的美国学生更丰富，而且运算知识方面的差异比概念知识方面的差异大得多。特别值得注意的是，分数概念知识的国家差异完全由分数运算知识的差异所介导，并且中美两国学生知识上的差异在每个国家成绩最差的学生中最为明显。基于这些以及之前的研究结果，我们提出并讨论了一个关于分数概念知识与运算知识相互促进作用的理论模型。
