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| The facilitation of number line intervention on children’s fractional learning |
| ZHOU Dandan1, ZHAO Yu1, TANG Mingming2, QU Kemeng1, GUO Yunfei1, CHEN Qi3, LI Yongxin1 |
1 Institute of Psychology and Behavior, Henan University, Kaifeng 475004;
2 Hanlinyuan Primary School, Kaifeng 475004;
3 School of Psychology, Shenzhen University, Shenzhen 518060 |
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Abstract Fractions play an important role in children’s mathematical learning process, and their learning effectiveness can predict the mastery level of more complex mathematical knowledge. However, the understanding of fractions is often interfered by natural number knowledge and fraction representation. Currently, a large amount of research has found that the number line estimation method can significantly improve elementary students’ understanding of fraction concepts. Starting from the spatial representation characteristics of fractions and their susceptibility to interference, this study combines the application of number lines in the research and teaching fields of fractions, discussing the good match between number lines and fraction features, and elaborating on the diverse applications of number line teaching methods from the perspective of positive motivation. Finally, it inspires further research to reveal the intrinsic mechanisms of number line intervention in promoting fraction learning, the influence of individuals’ mathematical abilities, cultural backgrounds, and other factors on the effectiveness of number line intervention, as well as in-depth exploration of the gamification of number lines and their deep integration with traditional culture on fraction learning.
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