ERIC Number: ED552736
Record Type: Non-Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 33
Developmental and Individual Differences in Understanding of Fractions
Siegler, Robert S.; Pyke, Aryn A.
Grantee Submission, Developmental Psychology v49 n10 p1994-2004 2013
We examined developmental and individual differences in 6th and 8th graders' fraction arithmetic and overall mathematics achievement and related them to differences in understanding of fraction magnitudes, whole number division, executive functioning, and metacognitive judgments within a crosssectional design. Results indicated that the difference between low achieving and higher achieving children's fraction arithmetic knowledge, already substantial in 6th grade, was much greater in 8th grade. The fraction arithmetic knowledge of low achieving children was similar in the 2 grades, whereas higher achieving children showed much greater knowledge in 8th than 6th grade, despite both groups having been in the same classrooms, using the same textbooks, and having the same teachers and classmates. Individual differences in both fraction arithmetic and mathematics achievement test scores were predicted by differences in fraction magnitude knowledge and whole number division, even after the contributions of reading achievement and executive functioning were statistically controlled. Instructional implications of the findings are discussed.
Publication Type: Reports - Research; Journal Articles
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 8; Junior High Schools; Secondary Education
Sponsor: Department of Education (ED); National Center for Research Resources (NIH/DHHS)
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
IES Grant or Contract Numbers: R324C10004|UL1 RR024153