| Sources of Group and Individual Differences in Emerging Fraction Skills. | |
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MedLine Citation:
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PMID: 21170171 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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Results from a two year longitudinal study of 181 children from fourth through fifth grade are reported. Levels of growth in children's computation, word problem, and estimation skills using common fractions were predicted by working memory, attentive classroom behavior, conceptual knowledge about fractions, and simple arithmetic fluency. Comparisons of 55 participants identified as having mathematical difficulties to those without mathematical difficulties revealed that group differences in emerging fraction skills were consistently mediated by attentive classroom behavior and conceptual knowledge about fractions. Neither working memory nor arithmetic fluency mediated group differences in growth in fraction skills. It was also found that the development of basic fraction skills and conceptual knowledge are bidirectional in that conceptual knowledge exerted strong influences on all three types of basic fraction skills, and basic fraction skills exerted a more modest influence on subsequent conceptual knowledge. Results are discussed with reference to how the identification of potentially malleable student characteristics that contribute to the difficulties that some students have with fractions informs interventions and also will contribute to a future theoretical account concerning how domain general and domain specific factors influence the development of basic fraction skills. |
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Authors:
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Steven A Hecht; Kevin J Vagi |
Publication Detail:
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Type: JOURNAL ARTICLE |
Journal Detail:
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Title: Journal of educational psychology Volume: 102 ISSN: 0022-0663 ISO Abbreviation: - Publication Date: 2010 Nov |
Date Detail:
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Created Date: 2010-12-20 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 0135751 Medline TA: J Educ Psychol Country: - |
Other Details:
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Languages: ENG Pagination: 843-859 Citation Subset: - |
Affiliation:
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Children's Learning Institute at University of Texas Health Science Center at Houston. |
Export Citation:
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Descriptor/Qualifier:
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| Grant Support | |
ID/Acronym/Agency:
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R03 HD044599-02//NICHD NIH HHS |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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