Cognitive and Maths-Specific Predictors of Fraction Conceptual Knowledge
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| Title: | Cognitive and Maths-Specific Predictors of Fraction Conceptual Knowledge |
|---|---|
| Language: | English |
| Authors: | Stelzer, Florencia (ORCID |
| Source: | Educational Psychology. 2021 41(2):172-190. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Cognitive Processes, Mathematics Skills, Prediction, Fractions, Mathematical Concepts, Grade 5, Foreign Countries, Attention Control |
| Geographic Terms: | Argentina |
| DOI: | 10.1080/01443410.2019.1693508 |
| ISSN: | 0144-3410 |
| Abstract: | Competence with fractions is important for learning more advanced mathematics. The present study examined the predictive value of sustained attention, verbal and visuospatial working memory, cognitive flexibility, fluid intelligence, multiplication and division abilities for fraction knowledge in fifth grade. Participants were 97 elementary school students from Mar del Plata, Argentina (age range: 10-11). Cognitive and maths-specific abilities explained 38% of the variance in fraction knowledge, with both fluid intelligence and division ability as significant predictors. The results suggest that both general and maths-specific competencies are important for fraction learning. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1289371 |
| Database: | ERIC |
| Abstract: | Competence with fractions is important for learning more advanced mathematics. The present study examined the predictive value of sustained attention, verbal and visuospatial working memory, cognitive flexibility, fluid intelligence, multiplication and division abilities for fraction knowledge in fifth grade. Participants were 97 elementary school students from Mar del Plata, Argentina (age range: 10-11). Cognitive and maths-specific abilities explained 38% of the variance in fraction knowledge, with both fluid intelligence and division ability as significant predictors. The results suggest that both general and maths-specific competencies are important for fraction learning. |
|---|---|
| ISSN: | 0144-3410 |
| DOI: | 10.1080/01443410.2019.1693508 |
