Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Early fraction calculation ability

K S Mix1, S C Levine, J Huttenlocher

  • 1Department of Psychology, Indiana University Bloomington, 47405, USA. kmix@indiana.edu

Developmental Psychology
|January 29, 1999
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Common variant at 16p11.2 conferring risk of psychosis.

Molecular psychiatry·2012
Same author

Hearing preservation after acoustic neuroma surgery.

Skull base surgery·2006
Same author

Toddlers' use of metric information and landmarks to reorient.

Journal of experimental child psychology·2001
Same author

Effects of the Clarion Electrode Positioning System on auditory thresholds and comfortable loudness levels in pediatric patients with cochlear implants.

Archives of otolaryngology--head & neck surgery·2001
Same author

A synthetic triterpenoid selectively inhibits the induction of matrix metalloproteinases 1 and 13 by inflammatory cytokines.

Arthritis and rheumatism·2001
Same author

Marginal candidates in cochlear implantation.

Otology & neurotology : official publication of the American Otological Society, American Neurotology Society [and] European Academy of Otology and Neurotology·2001
Same journal

The frequency of childhood gender-nonconforming behavior in a nationally representative sample.

Developmental psychology·2026
Same journal

Linking childhood adversity and daily hassles to adolescent sleep behaviors: Diurnal cortisol as a mediating pathway.

Developmental psychology·2026
Same journal

Infants' expectations about caregivers' comforting behavior and associations with maternal depressive symptoms at 6, 9, and 12 months.

Developmental psychology·2026
Same journal

Nonsymbolic ratio and fraction magnitude processing predict fraction knowledge in early grades.

Developmental psychology·2026
Same journal

The growing influence of the parental monitoring-peer affiliation pathway in early adolescence.

Developmental psychology·2026
Same journal

Employing a cohort-sequential design spanning 30 years to understand trajectories of maturity fears.

Developmental psychology·2026
See all related articles

Young children can calculate with whole numbers and fractions. Early math skills show similar development for both numerical types, challenging prior theories.

Area of Science:

  • Cognitive Development
  • Mathematical Cognition
  • Child Psychology

Background:

  • Early childhood numerical cognition research.
  • Theories on whole-number vs. fraction representation development.
  • Existing hypotheses on quantity representation and learning.

Purpose of the Study:

  • To investigate 3- to 7-year-olds' calculation abilities with whole numbers, fractions, and mixed numbers.
  • To examine the developmental parallels between whole-number and fraction calculation.
  • To test the hypothesis that early quantity representations aid whole-number learning but hinder fraction learning.

Main Methods:

  • A nonverbal calculation task was employed.
  • Children viewed a displayed amount, which was then hidden.

Related Experiment Videos

  • An operation (addition or subtraction) was performed on the hidden amount, and children determined the final hidden quantity.

    • Main Results:

    • Children demonstrated competence in calculating with whole numbers, fractions, and mixed numbers during early childhood.
    • Fraction problems were found to be more challenging than whole-number problems.
    • Striking developmental parallels were observed between whole-number and fraction calculation.

    Conclusions:

    • Early childhood is a critical period for developing calculation abilities across different number types.
    • The findings contradict theories suggesting early quantity representations uniquely benefit whole-number learning while impeding fraction learning.
    • Developmental trajectories for whole-number and fraction calculation appear to be more aligned than previously hypothesized.