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Numerical Development.

Robert S Siegler1,2, David W Braithwaite1

  • 1Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania 15213;

Annual Review of Psychology
|October 1, 2016
PubMed
Summary
This summary is machine-generated.

Understanding number magnitudes is key for arithmetic skills. Research integrates number sense development with whole and rational number arithmetic, highlighting challenges and future research directions.

Keywords:
arithmeticconceptual understandinglogarithmic-to-linear shiftmathematics achievementnumerical magnitudesrational numbers

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Mathematics Education

Background:

  • Numerical development involves understanding number magnitudes and learning arithmetic.
  • Precision in numerical magnitude knowledge is linked to arithmetic proficiency.
  • Rational number arithmetic presents unique inherent and culturally contingent challenges.

Purpose of the Study:

  • To integrate the study of numerical magnitude development and arithmetic learning.
  • To explore the relationship between number sense and arithmetic skills.
  • To identify challenges in rational number arithmetic for future research.

Main Methods:

  • Literature review integrating theories and empirical findings.
  • Analysis of numerical development from nonsymbolic to rational numbers.
  • Examination of factors influencing arithmetic acquisition.

Main Results:

  • Precision of numerical magnitude knowledge predicts arithmetic performance.
  • Both inherent and culturally specific difficulties exist in rational number arithmetic.
  • Number magnitude understanding is foundational for arithmetic operations.

Conclusions:

  • Integrating number magnitude and arithmetic research is crucial for understanding numerical development.
  • Addressing challenges in rational number arithmetic is a key goal for future research.
  • Further investigation into culturally contingent factors can improve math education.