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Sources of Individual Differences in Children's Understanding of Fractions
Author(s) -
Vukovic Rose K.,
Fuchs Lynn S.,
Geary David C.,
Jordan Nancy C.,
Gersten Russell,
Siegler Robert S.
Publication year - 2014
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12218
Subject(s) - number line , psychology , competence (human resources) , numerical cognition , fraction (chemistry) , developmental psychology , arithmetic , working memory , number sense , computation , cognitive psychology , cognition , mathematics education , mathematics , social psychology , algorithm , chemistry , organic chemistry , neuroscience
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.