Pathways to Fraction Learning: Numerical Abilities Mediate the Relation Between Cognitive Competencies and Fraction Knowledge

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-3 - Research in Mathematics Education

Abstract

The present study investigated the mediating role of number-related skills in the developmental relationship between early cognitive competencies and later fraction knowledge, using structural equation modeling. Fifth-grade numerical skills mapped onto two distinct factors: magnitude reasoning and calculation, which fully mediated relationships between third-grade general cognitive competencies and sixth-grade fraction knowledge. However, specific developmental pathways differed by type of fraction knowledge. Magnitude reasoning fully mediated paths from all four cognitive competencies to knowledge of fraction concepts, while calculation fully mediated paths from attentive behavior and verbal to knowledge of fraction procedures (medium-to-large effect sizes). These findings suggest that there are partly overlapping, yet distinct developmental pathways from cognitive competencies to general fraction knowledge, fraction concepts, and fraction procedures, respectively.

Authors

• Ai Ye, University of North Carolina - Chapel Hill

• Ilyse Resnick, University of Delaware

• Nicole Hansen, Fairleigh Dickinson University

• Jessica Carrique, University of Delaware

• Luke Rinne, University of Delaware

• Nancy C. Jordan, University of Delaware