Sources of individual differences in children's understanding of fractions

Rose K. Vukovic; Lynn S. Fuchs; David C. Geary; Nancy C. Jordan; Russell Gersten; Robert S. Siegler

doi:10.1111/cdev.12218

Sources of individual differences in children's understanding of fractions

Rose K. Vukovic, Lynn S. Fuchs, David C. Geary, Nancy C. Jordan, Russell Gersten, Robert S. Siegler

Educational Psychology

Research output: Contribution to journal › Article › peer-review

60 Scopus citations

Abstract

Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number knowledge) competencies; at 7 years on whole-number arithmetic computations and number line estimation; and at 10 years on fraction concepts. Mediation analyses controlling for general mathematics ability and general academic ability revealed that numerical and mathematical competencies were direct predictors of fraction concepts, whereas domain-general competencies supported the acquisition of fraction concepts via whole-number arithmetic computations or number line estimation. Results indicate multiple pathways to fraction competence.

Original language	English (US)
Pages (from-to)	1461-1476
Number of pages	16
Journal	Child development
Volume	85
Issue number	4
DOIs	https://doi.org/10.1111/cdev.12218
State	Published - 2014

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abstract = "Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number knowledge) competencies; at 7 years on whole-number arithmetic computations and number line estimation; and at 10 years on fraction concepts. Mediation analyses controlling for general mathematics ability and general academic ability revealed that numerical and mathematical competencies were direct predictors of fraction concepts, whereas domain-general competencies supported the acquisition of fraction concepts via whole-number arithmetic computations or number line estimation. Results indicate multiple pathways to fraction competence.",

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T1 - Sources of individual differences in children's understanding of fractions

AU - Vukovic, Rose K.

AU - Fuchs, Lynn S.

AU - Geary, David C.

AU - Jordan, Nancy C.

AU - Gersten, Russell

AU - Siegler, Robert S.

PY - 2014

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N2 - Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number knowledge) competencies; at 7 years on whole-number arithmetic computations and number line estimation; and at 10 years on fraction concepts. Mediation analyses controlling for general mathematics ability and general academic ability revealed that numerical and mathematical competencies were direct predictors of fraction concepts, whereas domain-general competencies supported the acquisition of fraction concepts via whole-number arithmetic computations or number line estimation. Results indicate multiple pathways to fraction competence.

AB - Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number knowledge) competencies; at 7 years on whole-number arithmetic computations and number line estimation; and at 10 years on fraction concepts. Mediation analyses controlling for general mathematics ability and general academic ability revealed that numerical and mathematical competencies were direct predictors of fraction concepts, whereas domain-general competencies supported the acquisition of fraction concepts via whole-number arithmetic computations or number line estimation. Results indicate multiple pathways to fraction competence.

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