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ERIC Number: EJ1024200
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 70
ISBN: N/A
ISSN: ISSN-1380-3611
The Contribution of Domain-Specific Knowledge in Predicting Students' Proportional Word Problem-Solving Performance
Jitendra, Asha K.; Lein, Amy E.; Star, Jon R.; Dupuis, Danielle N.
Educational Research and Evaluation, v19 n8 p700-716 2013
This study explored the extent to which domain-specific knowledge predicted proportional word problem-solving performance. We tested 411 seventh-grade students on conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge, and proportional word problem solving. Multiple regression analyses indicated that all four domain-specific knowledge variables (i.e., conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge) significantly predicted proportional word problem-solving performance. Conceptual fraction and procedural proportion knowledge contributed the most unique variance (10.0 and 6.7%, respectively, of the total variance) to proportional word problem solving. Procedural fraction and conceptual proportion knowledge each also contributed significant unique variance to proportional word problem solving explaining 5.6 and 2.8%, respectively. The results support the notion that both conceptual fraction and proportion knowledge and procedural fraction and proportion knowledge play a major role in understanding individual differences in proportional word problem-solving performance to inform interventions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305K060002