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ERIC Number: ED552739
Record Type: Non-Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: N/A
Developmental Predictors of Fraction Concepts and Procedures
Jordan, Nancy C.; Hansen, Nicole; Fuchs, Lynn S.; Siegler, Robert S.; Gersten, Russell; Micklos, Deborah
Grantee Submission, Journal of Experimental Child Psychology v116 n1 p45-58 2013
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 Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Delaware
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test
IES Funded: Yes
Grant or Contract Numbers: R324C100004