ERIC Number: EJ1032848
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
Sources of Individual Differences in Children's Understanding of Fractions
Vukovic, Rose K.; Fuchs, Lynn S.; Geary, David C.; Jordan, Nancy C.; Gersten, Russell; Siegler, Robert S.
Child Development, v85 n4 p1461-1476 Jul-Aug 2014
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.
Descriptors: Children, Individual Differences, Mathematics, Arithmetic, Computation, Longitudinal Studies, Predictor Variables, Competence, Nonverbal Ability, Logical Thinking, Attention, Language Skills, Executive Function, Spatial Ability, Memory
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324C100004