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| Autor/inn/en | Stelzer, Florencia; Andrés, María Laura; Canet-Juric, Lorena; Urquijo, Sebastián; Richards, María Marta |
|---|---|
| Titel | Influence of Domain-General Abilities and Prior Division Competence on Fifth-Graders' Fraction Understanding |
| Quelle | In: International Electronic Journal of Mathematics Education, 14 (2019) 3, S.489-500 (12 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1306-3030 |
| Schlagwörter | Division; Fractions; Mathematics Instruction; Foreign Countries; Grade 4; Short Term Memory; Predictor Variables; Grade 5; Cognitive Ability; Correlation; Numbers; Argentina |
| 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. (As Provided). |
| Anmerkungen | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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