Numerical magnitude knowledge is related to current math abilities and predictive of future math learning. However, this relationship has previously been shown only for knowledge of positive magnitudes; the present study is the first, to our knowledge, to examine the connection between magnitude knowledge and math ability with negative integers. In the current study, 8th Grade Algebra I students (n = 154) were given assessments of their algebra and negative sign knowledge and 2 number line tasks, an all negative (−10,000 to 0) and a bidirectional scale (−1,000 to 1,000) as part of a pretest and posttest surrounding their unit on 2-step equation solving. Results show that students’ negative sign and numerical magnitude knowledge are associated with their current, or pretest, algebra performance. However, only negative magnitude knowledge from the bidirectional number line was predictive of improvement in students’ overall algebra knowledge. These findings illustrate differences between knowledge of positive and negative magnitudes and provide support for the integrated theory of numerical development. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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不要消除负数：负数幅度知识对代数表现和学习的影响。

数字量级知识与当前的数学能力和对未来数学学习的预测有关。然而，这种关系以前只在正量级的知识中显示过；据我们所知，本研究是第一个用负整数检验量级知识和数学能力之间的联系。在当前的研究中，8 年级代数 I 学生（n = 154）接受了对他们的代数和负号知识以及 2 项数线任务的评估，一个全负（-10,000 到 0）和一个双向量表（-1,000 到 1,000）作为围绕他们的单元进行两步方程求解的前测和后测的一部分。结果表明，学生的负号和数字量级知识与他们当前或预测试的代数表现相关。然而，只有来自双向数轴的负量级知识才能预测学生整体代数知识的提高。这些发现说明了正负量级知识之间的差异，并为数值发展的综合理论提供了支持。（PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）