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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 0000-0002-2082-8839), Richard's, María M., Andrés, María Laura, Vernucci, Santiago, Introzzi, Isabel
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
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2021 41(2):172-190.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Argentina%22">Argentina</searchLink>
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  Data: 10.1080/01443410.2019.1693508
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  Data: 0144-3410
– Name: Abstract
  Label: Abstract
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  Data: 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.
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        Value: 10.1080/01443410.2019.1693508
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      – Text: English
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Prediction
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      – SubjectFull: Argentina
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      – TitleFull: Cognitive and Maths-Specific Predictors of Fraction Conceptual Knowledge
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