Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge

Autor/inn/en	Barbieri, Christina Areizaga; Young, Laura K.; Newton, Kristie J.; Booth, Julie L.
Titel	Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge
Quelle	In: Child Development, 92 (2021) 5, S.1984-2005 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barbieri, Christina Areizaga) ORCID (Young, Laura K.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13568
Schlagwörter	Prediction; Middle School Students; Algebra; Mathematics Instruction; Fractions; Individual Differences; Mathematics Achievement; Profiles; Problem Solving; Equations (Mathematics) + Suchen Sie Ihr Suchwort? Vorhersage; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Bruchrechnung; Individueller Unterschied; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Charakterisierung; Profilanalyse; Problemlösen; Equations; Mathematics; Gleichungslehre
Abstract	Fraction knowledge and algebraic skill are closely linked. Algebra is a gatekeeper for advanced courses (Booth & Newton, 2012; Brown & Quinn, 2007). This study uses the person-centered approach of latent profile analysis to examine individual differences in middle schoolers' (N = 350) algebra performance at the end of the year (EOY). The relative importance of a range of fraction skills is considered in predicting the likelihood of displaying a particular profile of EOY algebra knowledge, measured by feature knowledge, equation encoding, equation solving, and word-problem skills. Notably, fraction number line estimation did not predict algebra performance on any of the four measures. Fraction arithmetic at the beginning of the year is most predictive of displaying the highest performing EOY algebra profile. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01