Sources of Individual Differences in Children's Understanding of Fractions

Autor/inn/en	Vukovic, Rose K.; Fuchs, Lynn S.; Geary, David C.; Jordan, Nancy C.; Gersten, Russell; Siegler, Robert S.
Titel	Sources of Individual Differences in Children's Understanding of Fractions
Quelle	In: Child Development, 85 (2014) 4, S.1461-1476 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12218
Schlagwörter	Children; Individual Differences; Mathematics; Arithmetic; Computation; Longitudinal Studies; Predictor Variables; Competence; Nonverbal Ability; Logical Thinking; Attention; Language Skills; Executive Function; Spatial Ability; Memory + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Individueller Unterschied; Mathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Kompetenz; Aufmerksamkeit; Language skill; Sprachkompetenz; Räumliches Vorstellungsvermögen; Gedächtnis
Abstract	Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number knowledge) competencies; at 7 years on whole-number arithmetic computations and number line estimation; and at 10 years on fraction concepts. Mediation analyses controlling for general mathematics ability and general academic ability revealed that numerical and mathematical competencies were direct predictors of fraction concepts, whereas domain-general competencies supported the acquisition of fraction concepts via whole-number arithmetic computations or number line estimation. Results indicate multiple pathways to fraction competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10