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
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
Citations
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Journal ArticleDOI
Association between individual differences in non-symbolic number acuity and math performance: a meta-analysis.
Qixuan Chen,Jingguang Li +1 more
TL;DR: A meta-analysis of cross-sectional and longitudinal studies revealed a moderate but statistically significant association between number acuity and math performance, and suggested that many previous studies were underpowered due to small sample sizes.
Journal ArticleDOI
From "sense of number" to "sense of magnitude": The role of continuous magnitudes in numerical cognition.
TL;DR: The conclusion is that there is not enough convincing evidence to support the number sense theory anymore, and researchers are encouraged not to assume that number sense is simply innate, but to put this hypothesis to the test and consider whether such an assumption is even testable in the light of the correlation of numerosity and continuous magnitudes.
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A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics
TL;DR: A meta-analysis of 110 studies with 829 effect sizes found a significant medium correlation of mathematics and WM, r =.35, 95% confidence interval [32,.37] as discussed by the authors.
Journal ArticleDOI
Early predictors of middle school fraction knowledge
TL;DR: Analysis 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.
Journal ArticleDOI
Why is learning fraction and decimal arithmetic so difficult
TL;DR: This review identifies and discusses two types of difficulties: inherent difficulties of fraction and decimal arithmetic and culturally contingent difficulties that could be reduced by improved instruction and prior knowledge of learners.
References
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Journal ArticleDOI
Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice
Lynn S. Fuchs,Douglas Fuchs,Sarah R. Powell,Pamela M. Seethaler,Paul T. Cirino,Jack M. Fletcher +5 more
TL;DR: This article describes a validated, intensive remedial intervention for number combinations and another for story problems and explains how ongoing progress monitoring represents a seventh, and perhaps the most essential, principle of intensive intervention.
Journal ArticleDOI
Cross-Sectional and Incremental Changes in Working Memory and Mathematical Problem Solving.
TL;DR: In this article, a battery of tests was administered that assessed problem solving, achievement, memory and cognitive processing (inhibition, speed, phonological coding) in children in Grades 1, 2, and 3 (Wave 1) and 1 year later (Wave 2).
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The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems
TL;DR: The authors used a multi-task approach to examine the extent to which working memory and executive functioning are associated with generating problem models and producing solutions in algebraic word problems and found that success in word problems is particularly dependent on ability to decode and assign mathematical operators to quantitative relationships, 2 phases of problem solving that also draw heavily on working memory resources.
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Sources of individual differences in fraction skills
TL;DR: These supported mediating processes extend the current literature by explication of the pathways via which characteristics of children may affect individual differences in fraction outcomes.
Journal ArticleDOI
The contributions of numerosity and domain-general abilities to school readiness.
Lynn S. Fuchs,David C. Geary,Donald L. Compton,Douglas Fuchs,Carol L. Hamlett,Joan D. Bryant +5 more
TL;DR: Assessment of first graders' number combination skill and word-problem skill suggests that development of NC and WP depends on different constellations of numerical versus more general cognitive abilities.
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