Title

Early predictors of middle school fraction knowledge.

Date of Original Version

2-27-2014

Type

Article

PubMed ID

24576209

Abstract or Description

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.

DOI

10.1111/desc.12155

 

Published In

Developmental science, 1-11.