Developmental predictors of fraction concepts and procedures

► Number line estimation, prior math achievement, language, and attentive behavior uniquely predicted fraction concepts. ► Number line estimation, prior math achievement, and working memory made unique contributions to acquisition of fraction procedures. ► Both domain specific and domain general com...

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Vydáno v:Journal of experimental child psychology Ročník 116; číslo 1; s. 45 - 58
Hlavní autoři: Jordan, Nancy C., Hansen, Nicole, Fuchs, Lynn S., Siegler, Robert S., Gersten, Russell, Micklos, Deborah
Médium: Journal Article
Jazyk:angličtina
Vydáno: Amsterdam Elsevier Inc 01.09.2013
Elsevier
Elsevier BV
Témata:
Achievement
Arithmetic
Attention
Behavior
Biological and medical sciences
Child
Child development
Child Development - physiology
Children
Cognition & reasoning
Competence
Computation
Conceptual knowledge
Developmental psychology
Educational psychology
Elementary school students
Estimation
Female
Fluency
Follow-Up Studies
Fractions
Fundamental and applied biological sciences. Psychology
Grade 4
Humans
Language Development
Longitudinal Studies
Male
Mathematics
Mathematics - methods
Mathematics Achievement
Memory, Short-Term - physiology
Number knowledge
Numerical magnitude representation
Problem Solving - physiology
Procedural and conceptual knowledge
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Reading
Short term memory
Mathematics
Number knowledge
Mathematics achievement
Procedural and conceptual knowledge
Fractions
Numerical magnitude representation
Human
Academic achievement
Arithmetics
Mental representation
Memory
Cognition
Knowledge
School age
Language
Number
Follow up study
Language development
Cognitive development
Working memory
Predictive factor
Child
ISSN:0022-0965, 1096-0457, 1096-0457
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Popis
Shrnutí:► Number line estimation, prior math achievement, language, and attentive behavior uniquely predicted fraction concepts. ► Number line estimation, prior math achievement, and working memory made unique contributions to acquisition of fraction procedures. ► Both domain specific and domain general competencies are important for explaining why some children struggle with fractions. Developmental predictors of children’s fraction concepts and procedures at the end of fourth grade were investigated in a 2-year longitudinal study. Participants were 357 children who started the study in third grade. Attentive behavior, language, nonverbal reasoning, number line estimation, calculation fluency, and reading fluency each contributed uniquely to later conceptual understanding of fractions. Number line estimation, attentive behavior, calculation fluency, and working memory made unique contributions to acquisition of fraction arithmetic procedures. Notably, number line estimation made the largest independent contribution in both models. The results suggest that although there is considerable shared variance among the predictors, both general and number-related competencies are uniquely important for explaining why some children struggle with fractions.
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ISSN:0022-0965
1096-0457
1096-0457
DOI:10.1016/j.jecp.2013.02.001