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.
Journal ArticleDOI
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
An integrated theory of whole number and fractions development.
TL;DR: The present findings with 11- and 13-year-olds indicate that, as with whole numbers, accuracy of fraction magnitude representations is closely related to both fractions arithmetic proficiency and overall mathematics achievement test scores.
Journal ArticleDOI
Numerical Magnitude Representations Influence Arithmetic Learning
Julie L. Booth,Robert S. Siegler +1 more
TL;DR: Children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be predictive of their learning of answers to unfamiliar arithmetic problems.
Journal ArticleDOI
The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems
Lynn S. Fuchs,Douglas Fuchs,Donald L. Compton,Sarah R. Powell,Pamela M. Seethaler,Andrea M. Capizzi,Christopher Schatschneider,Jack M. Fletcher +7 more
TL;DR: This paper examined the cognitive correlates of 3rd-grade skill in arithmetic, algorithmic computation, and arithmetic word problems and found that inattentive behavior independently predicted all three aspects of mathematics performance.
Journal ArticleDOI
Strategy choice procedures and the development of multiplication skill.
TL;DR: A detailed model of how such "mindless" processes might lead to intelligent choices of strategies in one common situation: that in which people need to choose between stating a retrieved answer and using a backup strategy is described.
Journal ArticleDOI
Short-Term Memory, Working Memory, and Inhibitory Control in Children with Difficulties in Arithmetic Problem Solving
TL;DR: Span tasks that imply passive storage of information showed that poor problem solvers were impaired when they have to retain numerical information, but they did not differ from children who did not have difficulty with mathematics when the material included words.
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Yujing Ni,Yong-Di Zhou +1 more