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
* Corresponding Author

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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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/90590

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 7, pp. 2745-2756

Publication date: 26 Apr 2018

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