Cognitive and Maths-Specific Predictors of Fraction Conceptual Knowledge

Autor/inn/en	Stelzer, Florencia; Richard's, María M.; Andrés, María Laura; Vernucci, Santiago; Introzzi, Isabel
Titel	Cognitive and Maths-Specific Predictors of Fraction Conceptual Knowledge
Quelle	In: Educational Psychology, 41 (2021) 2, S.172-190 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stelzer, Florencia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1693508
Schlagwörter	Cognitive Processes; Mathematics Skills; Prediction; Fractions; Mathematical Concepts; Grade 5; Foreign Countries; Attention Control; Argentina + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Vorhersage; Bruchrechnung; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Aufmerksamkeitstest; Argentinien
Abstract	Competence with fractions is important for learning more advanced mathematics. The present study examined the predictive value of sustained attention, verbal and visuospatial working memory, cognitive flexibility, fluid intelligence, multiplication and division abilities for fraction knowledge in fifth grade. Participants were 97 elementary school students from Mar del Plata, Argentina (age range: 10-11). Cognitive and maths-specific abilities explained 38% of the variance in fraction knowledge, with both fluid intelligence and division ability as significant predictors. The results suggest that both general and maths-specific competencies are important for fraction learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01