Sources of Individual Differences in Children's Understanding of Fractions
Copyright policy )Sources of Individual Differences in Children's Understanding of Fractions
Abstract Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number knowledge) competencies; at 7 years on whole-number arithmetic computations and number line estimation; and at 10 years on fraction concepts. Mediation analyses controlling for general mathematics ability and general academic ability revealed that numerical and mathematical competencies were direct predictors of fraction concepts, whereas domain-general competencies supported the acquisition of fraction concepts via whole-number arithmetic computations or number line estimation. Results indicate multiple pathways to fraction competence.
- University of Missouri United States
- New York University United States
- Vanderbilt University United States
- Instructional Research Group United States
- Carnegie Mellon University United States
Male, Intelligence, Individuality, Mathematical Concepts, Executive Function, Other psychology not elsewhere classified, Humans, Learning, Female, Child, Comprehension
Male, Intelligence, Individuality, Mathematical Concepts, Executive Function, Other psychology not elsewhere classified, Humans, Learning, Female, Child, Comprehension
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