RESEARCH PAPER
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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1
Faculty of Education, Beijing Normal University, Beijing, CHINA
2
Department of Psychology, BeiHang University, Beijing, CHINA
3
Beijing Jianxiang School, Beijing, CHINA
4
State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGoven Institute for Brain Research, Beijing Normal University, CHINA
5
Siegler Center for Innovations in Learning, Beijing Normal University, 100875, CHINA
Online publish date: 2018-04-26
Publish date: 2018-04-26
 
EURASIA J. Math., Sci Tech. Ed 2018;14(7):2745–2756
KEYWORDS:
ABSTRACT:
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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