在美国和我国儿童中分数概念和程序的发展（英文）.pdfVIP

Journal of Experimental Child Psychology 129 (2015) 68–83 Contents lists available at ScienceDirect Journal of Experimental Child Psychology Development of fraction concepts and procedures in U.S. and Chinese children Drew H. Bailey a,⇑, Xinlin Zhou b, Yiyun Zhang b, Jiaxin Cui b, Lynn S. Fuchs c, Nancy C. Jordan d, Russell Gersten e, Robert S. Siegler a,b a Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA b National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China c Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN 37203, USA d School of Education, University of Delaware, Newark, DE 19716, USA e Instructional Research Group, Los Alamitos, CA 90720, USA a r t i c l e i n f o a b s t r a c t Article history: We compared knowledge of fraction concepts and procedures Received 10 February 2014 among sixth and eighth graders in China and the United States. Revised 29 June 2014 As anticipated, Chinese middle school children had higher knowl- Available online 29 September 2014 edge of fraction concepts and procedures than U.S. children in the same grades, and the difference in procedural knowledge was Keywords: much larger than the difference in conceptual knowledge. Of par- Mathematical development Cognitive development ticular intere