Abstract
The present study analyzed the relationship between domain-general abilities and fraction knowledge in fifth grade, and investigated the mediating role of division competence in that relationship. Children (n = 175) were assessed in fourth grade on domain-general abilities (selective attention, working memory, fluid intelligence) and on division competence; and in fifth grade on fraction conceptual knowledge. Mediation analyses revealed that domain general abilities were direct predictors of fraction concepts, and division competence mediates the 32% of the effect of working memory and the 17% of the effect of intelligence on fraction knowledge. These findings support the assumptions of those theoretical models of numerical cognition that proposed a central role of general cognitive abilities for mathematics learning and indicate that there are distinct pathways from general cognitive abilities to fraction conceptual knowledge.
Highlights
Fraction knowledge is of particular importance in educational mathematics (DeWolf, Bassok, & Holyoak, 2015; 2016; Torbeyns, Schneider, Xin, & Siegler, 2014)
The objective of this study is to analyze the relationship of selective attention, working memory, and fluid intelligence on fraction knowledge in fifth grade of Argentinean elementary school, and to establish if this relation is mediated by division ability
The present study goal is to analyze the relationship of selective attention, working memory, and fluid intelligence on fraction knowledge in fifth grade and to establish if this relation is mediated by division ability
Summary
Fraction knowledge is of particular importance in educational mathematics (DeWolf, Bassok, & Holyoak, 2015; 2016; Torbeyns, Schneider, Xin, & Siegler, 2014). Fraction learning represents a challenge for students, as they have to include a series of concepts in opposition to their previous knowledge of whole numbers (e.g., fractions allow to represent a magnitude through different expressions, fractions composed with greater number of digits do not always have a higher value, etc.). This leads to a significant number of students experiencing difficulties in their comprehension (Carpenter, Corbitt, Kepner, Lindquist, & Reys, 1980; Chan, Leu, & Chen, 2007). Similar problems in fraction learning were reported in students from Asia, Europe and North America (e.g., Carpenter et al, 1980; Chan et al, 2007; Gabriel, Coché, Szucs, Carette, Rey, & Content, 2013), denoting that difficulties in fraction understanding occur in many educative systems
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