Sources of individual differences in fraction skills

The purpose of this investigation was to evaluate a conceptual model of relations between two kinds of mathematical knowledge (simple arithmetic and conceptual knowledge), two kinds of child characteristics (working memory and on-task related classroom behavior), and individual differences in three...

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Bibliographic Details
Published in:Journal of experimental child psychology 2003-12, Vol.86 (4), p.277-302
Main Authors: Hecht, Steven A, Close, Linda, Santisi, Mirtha
Format: Article
Language:English
Subjects:
Biological and medical sciences
Child
Child Behavior
Child development
Cognition
Computation
Developmental psychology
Estimation
Female
Fractions
Fundamental and applied biological sciences. Psychology
Humans
Male
Mathematical achievement
Mathematical cognition
Mathematics
Memory
Problem Solving
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Word problem solving
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Summary:The purpose of this investigation was to evaluate a conceptual model of relations between two kinds of mathematical knowledge (simple arithmetic and conceptual knowledge), two kinds of child characteristics (working memory and on-task related classroom behavior), and individual differences in three kinds of fraction outcomes (fraction computation, estimation, and word problems) in 105 fifth grade students. Structural equation modeling provided consistent evidence that conceptual knowledge independently contributes to individual differences in the three fraction outcomes. Simple arithmetic knowledge was uniquely related only to variability in fraction computation skills. Mathematical knowledge was found to mediate some of the contributions of both working memory and classroom behavior on variability in fraction outcomes. These supported mediating processes extend the current literature by explication of the pathways via which characteristics of children may affect individual differences in fraction outcomes.
ISSN:0022-0965
1096-0457
DOI:10.1016/j.jecp.2003.08.003