The Developmental Changes of Number Processing and Calculation Abilities in Chinese Primary School Students
Shudong Zhang 1
Fei Li 1
Libo Zhao 2  
Lipei Xie 3
Hui Zhao 4, 5  
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Faculty of Education, Beijing Normal University, Beijing, CHINA
Department of Psychology, BeiHang University, Beijing, CHINA
Beijing Jianxiang School, Beijing, CHINA
State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGoven Institute for Brain Research, Beijing Normal University, CHINA
Siegler Center for Innovations in Learning, Beijing Normal University, 100875, CHINA
Online publication date: 2018-04-26
Publication date: 2018-04-26
EURASIA J. Math., Sci Tech. Ed 2018;14(7):2745–2756
Based on the ‘triple-code’ theory, the present study provided a comprehensive examination of the development of number processing and calculation abilities of Chinese primary school students. 310 children from grade 1 to grade 4 were assessed using the battery of number processing and calculation tests (NUCALC-R (Protocol)), covering tests of the Verbal, Visual Arabic and Analogue Magnitude Modules of the numerical abilities. The results showed that the three modules had different developmental trajectories from grade 1 to grade 4: the Verbal Module and Analog Module reached a plateau in grade 3, but the Visual Arabic Module improved gradually across the four grades. In addition, the subtests within each module also showed different developmental trajectories, demonstrating a rich profile of how the specific ways of representing and manipulating the numerals in a given module develop in the early school years.
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