Developmental Growth Trajectories in Understanding of Fraction Magnitude from Fourth through Sixth Grade

Autor/inn/en	Resnick, Ilyse; Jordan, Nancy C.; Hansen, Nicole; Rajan, Vinaya; Rodrigues, Jessica; Siegler, Robert S.; Fuchs, Lynn S.
Titel	Developmental Growth Trajectories in Understanding of Fraction Magnitude from Fourth through Sixth Grade
Quelle	In: Developmental Psychology, 52 (2016) 5, S.746-757 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000102
Schlagwörter	Fractions; Intermediate Grades; Elementary School Students; Computation; Longitudinal Studies; Student Development; Accuracy; Age Differences; Standardized Tests; Mathematics Tests; Mathematics Achievement; Achievement Tests; Classes (Groups of Students); Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Bruchrechnung; Mittelstufe; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Age; Difference; Age difference; Altersunterschied; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Klassengemeinschaft; WIAT; Eignungsprüfung; Eignungstest
Abstract	Development of fraction number line estimation was assessed longitudinally over 5 time points between 4th and 6th grades. Although students showed positive linear growth overall, latent class growth analyses revealed 3 distinct growth trajectory classes: Students who were highly accurate from the start and became even more accurate (n = 154); students who started inaccurate but showed steep growth (n = 121); and students who started inaccurate and showed minimal growth (n = 197). Younger and minimal growth students typically estimated both proper and improper fractions as being less than 1, failing to base estimates on the relation between the numerator and denominator. Class membership was highly predictive of performance on a statewide-standardized mathematics test as well as on a general fraction knowledge measure at the end of 6th grade, even after controlling for mathematic-specific abilities, domain-general cognitive abilities, and demographic variables. Multiplication fluency, classroom attention, and whole number line estimation acuity at the start of the study predicted class membership. The findings reveal that fraction magnitude understanding is central to mathematical development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01