ERIC Number: EJ1036929
Record Type: Journal
Publication Date: 2014-Sep
Abstractor: As Provided
Early Predictors of Middle School Fraction Knowledge
Bailey, Drew H.; Siegler, Robert S.; Geary, David C.
Developmental Science, v17 n5 p775-785 Sep 2014
Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic proficiency, domain general cognitive abilities, parental income and education, race, and gender. Similarly, knowledge of whole number arithmetic in first grade predicted knowledge of fraction arithmetic in middle school, controlling for whole number magnitude knowledge in first grade and the other control variables. In contrast, neither type of early whole number knowledge uniquely predicted middle school reading achievement. We discuss the implications of these findings for theories of numerical development and for improving mathematics learning.
Descriptors: Predictor Variables, Middle School Students, Mathematical Concepts, Mathematics Instruction, Longitudinal Studies, Elementary School Students, Grade 1, Elementary School Mathematics, Secondary School Mathematics, Cognitive Ability, Family Income, Parent Influence, Racial Differences, Gender Differences, Educational Attainment, Arithmetic, Reading Achievement, Mathematics Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education; Grade 1; Primary Education; Early Childhood Education
Sponsor: National Institute of Child Health and Human Development (NIH); Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: R01 HD38283|R37 HD045914|R324C10004