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
EURASIA J Math Sci Tech Ed, Volume 14, Issue 7, July 2018, 2745-2756
https://doi.org/10.29333/ejmste/90590
Publication date: 26 Apr 2018
Article Views: 2651
Article Downloads: 1437
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