Abstract
The unique associations between 3 families of mathematical knowledge and individual differences in 7th and 8th graders' fraction skills were examined. Procedural knowledge regarding the steps to solve fraction computation problems and conceptual knowledge of part-whole and measurement interpretations of fractions were measured. Math fact knowledge was indexed as the speed of solving single-digit addition and multiplication problems. Conceptual knowledge and procedural knowledge uniquely explained variability in fraction computation solving and fraction word problem set-up accuracy. Only conceptual knowledge uniquely explained individual differences in fraction estimation skills. The findings are discussed within a framework that describes the 3 necessary steps toward an information-processing account of individual differences in fraction skills. Four important limitations to this study were described.
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