Developmental and Individual Differences in Understanding of Fractions

Autor/inn/en	Siegler, Robert S.; Pyke, Aryn A.
Titel	Developmental and Individual Differences in Understanding of Fractions
Quelle	In: Developmental Psychology, 49 (2013) 10, S.1994-2004 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0031200
Schlagwörter	Grade 6; Arithmetic; Mathematics Skills; Mathematics Instruction; Mathematics Achievement; Executive Function; Metacognition; Knowledge Level; Grade 8; Low Achievement; Age Differences; Textbooks; Individual Differences; Scores; Achievement Tests; Predictor Variables; Standardized Tests; Low Income Groups; Computation; Inhibition; Short Term Memory; Reading Achievement; Pennsylvania + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathematical ability; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wissensbasis; School year 08; 8. Schuljahr; Schuljahr 08; Unterdurchschnittliche Leistung; Age; Difference; Age difference; Altersunterschied; Textbook; Text book; Schulbuch; Lehrbuch; Individueller Unterschied; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Prädiktor; Standadised tests; Standardisierter Test; Hemmung; Kurzzeitgedächtnis; Leseleistung
Abstract	We examined developmental and individual differences in 6th and 8th graders' fraction arithmetic and overall mathematics achievement and related them to differences in understanding of fraction magnitudes, whole number division, executive functioning, and metacognitive judgments within a cross-sectional design. Results indicated that the difference between low achieving and higher achieving children's fraction arithmetic knowledge, already substantial in 6th grade, was much greater in 8th grade. The fraction arithmetic knowledge of low achieving children was similar in the 2 grades, whereas higher achieving children showed much greater knowledge in 8th than 6th grade, despite both groups having been in the same classrooms, using the same textbooks, and having the same teachers and classmates. Individual differences in both fraction arithmetic and mathematics achievement test scores were predicted by differences in fraction magnitude knowledge and whole number division, even after the contributions of reading achievement and executive functioning were statistically controlled. Instructional implications of the findings are discussed. [For corresponding Grantee Submission, see ED552736.] (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01