Developmental Trajectory of Fraction Magnitude Estimation in Young Children

• In Event: Roundtable Session 2
  In Roundtable Session: Children's Development of Mathematical Concept Knowledge

Abstract

Children’s ability to accurately place numerals on a number line is predictive of later mathematics achievement. A debate exists between two explanations for the reduced linearity in children’s number line placement: a developmental shift from a logarithmic to linear representation; or mapping of numerals based on proportional reasoning. Existing studies have focused on whole numbers, yet little is known about the nature of fraction magnitude estimation. The present study examined which theory best explains children’s fraction number line placement during the course of fraction instruction from 4th to 6th grade. We also identified latent growth trajectory classes of individual fraction number line placement, and examined whether class membership is associated with later fraction concepts and math achievement.

Authors

• Ai Ye, Univerisity of Delaware

• Nancy C. Jordan, University of Delaware

• Vinaya Rajan, University of Delaware