Fraction Knowledge Predicts Algebra Performance and Learning

• In Event: The Impacts of Knowledge and Beliefs on Achievement in Mathematics

Abstract

Knowledge of fractions is thought to be crucial for success with algebra, but empirical evidence supporting this conjecture is just beginning to emerge. In the present study, Algebra 1 students completed magnitude estimation tasks on three scales (0-1 (fractions), 0-1,000,000, and 0-62,571) just before beginning their unit on equation-solving. Results indicated that fraction magnitude knowledge, and not whole number knowledge, was especially related to students’ pretest knowledge of equation solving and encoding of equation features. Pretest fraction knowledge was also predictive of students’ improvement in equation solving and equation encoding skills.

Authors

• Julie L. Booth, Temple University

• Kristie Jones Newton, Temple University

• Laura K Young, Temple University