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ERIC Number: EJ910434
Record Type: Journal
Publication Date: 2010-Nov
Pages: 17
Abstractor: As Provided
Reference Count: 134
ISSN: ISSN-0022-0663
Sources of Group and Individual Differences in Emerging Fraction Skills
Hecht, Steven A.; Vagi, Kevin J.
Journal of Educational Psychology, v102 n4 p843-859 Nov 2010
Results from a 2-year longitudinal study of 181 children from 4th through 5th grade are reported. Levels of growth in children's computation, word problem, and estimation skills by means of common fractions were predicted by working memory, attentive classroom behavior, conceptual knowledge about fractions, and simple arithmetic fluency. Comparisons of 55 participants identified as having mathematical difficulties to those without mathematical difficulties revealed that group differences in emerging fraction skills were consistently mediated by attentive classroom behavior and conceptual knowledge about fractions. Neither working memory nor arithmetic fluency mediated group differences in growth in fraction skills. It was also found that the development of basic fraction skills and conceptual knowledge are bidirectional in that conceptual knowledge exerted strong influences on all 3 types of basic fraction skills, and basic fraction skills exerted a more modest influence on subsequent conceptual knowledge. Results are discussed with reference to how the identification of potentially malleable student characteristics that contribute to the difficulties that some students have with fractions informs interventions. Also, results will contribute to a future theoretical account concerning how domain-general and domain-specific factors influence the development of basic fraction skills. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
IES Cited: ED512043