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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Published in:	Journal of experimental child psychology Vol. 116; no. 1; pp. 45 - 58
Main Authors:	Jordan, Nancy C., Hansen, Nicole, Fuchs, Lynn S., Siegler, Robert S., Gersten, Russell, Micklos, Deborah
Format:	Journal Article
Language:	English
Published:	Amsterdam Elsevier Inc 01.09.2013 Elsevier Elsevier BV
Subjects:	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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Abstract	► 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.
AbstractList	► 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. 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. Highlights 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. [PUBLICATION ABSTRACT] 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.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.
Author	Micklos, Deborah Siegler, Robert S. Jordan, Nancy C. Fuchs, Lynn S. Gersten, Russell Hansen, Nicole
Author_xml	– sequence: 1 givenname: Nancy C. surname: Jordan fullname: Jordan, Nancy C. email: njordan@udel.edu organization: School of Education, University of Delaware, Newark, DE 19716, USA – sequence: 2 givenname: Nicole surname: Hansen fullname: Hansen, Nicole organization: School of Education, University of Delaware, Newark, DE 19716, USA – sequence: 3 givenname: Lynn S. surname: Fuchs fullname: Fuchs, Lynn S. organization: Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN 37203, USA – sequence: 4 givenname: Robert S. surname: Siegler fullname: Siegler, Robert S. organization: Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA – sequence: 5 givenname: Russell surname: Gersten fullname: Gersten, Russell organization: Instructional Research Group, Los Alamitos, CA 90720, USA – sequence: 6 givenname: Deborah surname: Micklos fullname: Micklos, Deborah organization: School of Education, University of Delaware, Newark, DE 19716, USA
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Snippet	► Number line estimation, prior math achievement, language, and attentive behavior uniquely predicted fraction concepts. ► Number line estimation, prior math... Developmental predictors of children's fraction concepts and procedures at the end of fourth grade were investigated in a 2-year longitudinal study.... Highlights Number line estimation, prior math achievement, language, and attentive behavior uniquely predicted fraction concepts. Number line estimation, prior...
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SubjectTerms	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
Title	Developmental predictors of fraction concepts and procedures
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