Early Predictors of Middle School Fraction Knowledge

Autor/inn/en	Bailey, Drew H.; Siegler, Robert S.; Geary, David C.
Titel	Early Predictors of Middle School Fraction Knowledge
Quelle	In: Developmental Science, 17 (2014) 5, S.775-785 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.12155
Schlagwörter	Predictor Variables; Middle School Students; Mathematical Concepts; Mathematics Instruction; Longitudinal Studies; Elementary School Students; Grade 1; Elementary School Mathematics; Secondary School Mathematics; Cognitive Ability; Family Income; Parent Influence; Racial Differences; Gender Differences; Educational Attainment; Arithmetic; Reading Achievement; Mathematics Achievement + Suchen Sie Ihr Suchwort? Prädiktor; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; Elementare Mathematik; Schulmathematik; Denkfähigkeit; Familieneinkommen; Rassenunterschied; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic proficiency, domain general cognitive abilities, parental income and education, race, and gender. Similarly, knowledge of whole number arithmetic in first grade predicted knowledge of fraction arithmetic in middle school, controlling for whole number magnitude knowledge in first grade and the other control variables. In contrast, neither type of early whole number knowledge uniquely predicted middle school reading achievement. We discuss the implications of these findings for theories of numerical development and for improving mathematics learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10