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	49 (2013) 10, S.1994-2004 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0031200
Schlagwörter	Age Differences; Individual Development; Individual Differences; Mathematics; Grade 6; Grade 8; Mathematics Achievement; Executive Function; Metacognition; Arithmetic; Low Achievement; High Achievement; Mathematics Tests; Achievement Tests; Scores; Numbers; Knowledge Level; Pennsylvania + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Individuelle Entwicklung; Individueller Unterschied; Mathematik; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Unterdurchschnittliche Leistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Zahlenraum; Wissensbasis
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 crosssectional 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. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01