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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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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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.
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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
Individual differences in conceptual and procedural fraction understanding: the role of abilities and school experience.
TL;DR: Overall, the results provide a more detailed picture of individual differences in conceptual and procedural knowledge in mathematical cognition.
Journal ArticleDOI
Patterns of strengths and weaknesses in children's knowledge about fractions.
Steven A. Hecht,Kevin J. Vagi +1 more
TL;DR: Students with relatively lower than expected conceptual knowledge showed poorer accuracy on measures used to form the clusters and also word problem setups and estimation of sums, and Implications for explaining seemingly conflicting results from prior work across studies are discussed.
Journal ArticleDOI
Children’s Mathematics Achievement in Hawaii: Sex Differences Favoring Girls
TL;DR: In this paper, the authors examined the norm-referenced mathematics achievement test results for Hawaii public school students in four ethnic groups and four grades for sex differences and found that high achieving girls outperform high achieving boys.
Improving At-Risk Learners' Understanding of Fractions.
Lynn S. Fuchs,Robin F. Schumacher,Jessica Long,Jessica M. Namkung,Carol L. Hamlett,Paul T. Cirino,Robert S. Siegler,Paul Changas +7 more
TL;DR: The authors investigated the effects of an intervention designed to improve at-risk 4th graders' understanding of fractions and examined the processes by which effects occurred, and found that improvement in the accuracy of children's measurement interpretation of fractions mediated intervention effects.
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Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias
Yujing Ni,Yong-Di Zhou +1 more