Journal ArticleDOI
Developmental predictors of fraction concepts and procedures
Nancy C. Jordan,Nicole Hansen,Lynn S. Fuchs,Robert S. Siegler,Russell Gersten,Deborah Micklos +5 more
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TLDR
This article investigated the developmental predictors of children's fraction concepts and procedures at the end of fourth grade in a 2-year longitudinal study and found that number line estimation, attentive behavior, calculation fluency, and working memory made unique contributions to the acquisition of fraction arithmetic procedures.About:
This article is published in Journal of Experimental Child Psychology.The article was published on 2013-09-01. It has received 224 citations till now. The article focuses on the topics: Fluency & Number line.read more
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Cognitive and Maths-Specific Predictors of Fraction Conceptual Knowledge.
Florencia Stelzer,María Marta Richard's,María Laura Andrés,Santiago Vernucci,Isabel Introzzi +4 more
TL;DR: Stelzer et al. as mentioned in this paper presented the work of Stelzer and Florencia at the Centro Cientifico Tecnologico Conicet -Mar del Plata.
Journal ArticleDOI
Children learn spurious associations in their math textbooks: Examples from fraction arithmetic.
TL;DR: This article found that children associated operand pairs having equal denominators with addition and subtraction, and operands pairs having a whole number and a fraction with multiplication and division, and the children's associations paralleled the textbook input in both countries, consistent with the hypothesis that children learned the associations from the practice problems.
Journal ArticleDOI
Understanding arithmetic concepts: the role of domain-specific and domain-general skills
TL;DR: Investigation of 8–10-year-old children’s conceptual understanding of arithmetic, as well as a wide range of basic quantitative skills, numerical representations and domain-general skills found that conceptual understanding was most strongly associated with performance on a number line task.
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Symbolic fractions elicit an analog magnitude representation in school-age children
TL;DR: It is suggested that children have a nonsymbolic ratio magnitude code and that symbolic fractions can be translated into that magnitude code.
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Construct Confounding Among Predictors of Mathematics Achievement
TL;DR: The authors identify which early mathematics skills have the largest effects on later mathematics achievement, using regression-based estimates often rely on untested assumptio-tio-factual assumptions.
References
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Book
Using multivariate statistics
TL;DR: In this Section: 1. Multivariate Statistics: Why? and 2. A Guide to Statistical Techniques: Using the Book Research Questions and Associated Techniques.
Book
Applied multiple regression/correlation analysis for the behavioral sciences
TL;DR: In this article, the Mathematical Basis for Multiple Regression/Correlation and Identification of the Inverse Matrix Elements is presented. But it does not address the problem of missing data.
Book
Applied Multivariate Statistics for the Social Sciences
TL;DR: In this article, the authors focus on a conceptual understanding of the material rather than proving results and stress the importance of checking the data, assessing the assumptions, and ensuring adequate sample size so that the results can be generalized.
Related Papers (5)
Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias
Yujing Ni,Yong-Di Zhou +1 more