Work

Early predictors of middle school fraction knowledge

Year: 2014

Type: article

Abstract: Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic proficiency, domain general cognitive abilities, parental income and education, race, and gender. Similarly, knowledge of whole number arithmetic in first grade predicted knowledge of fraction arithmetic in middle school, controlling for whole number magnitude knowledge in first grade and the other control variables. In contrast, neither type of early whole number knowledge uniquely predicted middle school reading achievement. We discuss the implications of these findings for theories of numerical development and for improving mathematics learning.

Source: Developmental Science

DOI: 10.1111/desc.12155

Authors: Drew H. Bailey, Robert S. Siegler, David C. Geary

Institutions: Carnegie Mellon University, Beijing Normal University, University of Missouri

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: Institute of Education Sciences, National Institute of Child Health and Human Development, Eunice Kennedy Shriver National Institute of Child Health and Human Development