Sources of Individual Differences in Children's Understanding of Fractions

被引：84

作者：

Vukovic, Rose K. ^{[1
]}

Fuchs, Lynn S. ^{[2
]}

Geary, David C. ^{[3
]}

Jordan, Nancy C. ^{[4
]}

Gersten, Russell ^{[5
]}

Siegler, Robert S. ^{[6
,7
]}

机构：

[1] NYU, New York, NY 10003 USA

[2] Vanderbilt Univ, Nashville, TN USA

[3] Univ Missouri, Columbia, MO 65211 USA

[4] Univ Delaware, Newark, DE 19716 USA

[5] Instruct Res Grp, Cambridge, England

[6] Carnegie Mellon Univ, Pittsburgh, PA 15213 USA

[7] Beijing Normal Univ, Beijing 100875, Peoples R China

来源：

CHILD DEVELOPMENT | 2014年 / 85卷 / 04期

关键词：

LONGITUDINAL PREDICTORS; NUMERICAL ESTIMATION; EXECUTIVE FUNCTIONS; MEDIATION ANALYSIS; WORKING-MEMORY; MATHEMATICS; SCHOOL; LANGUAGE; NUMBER; ACHIEVEMENT;

D O I：

10.1111/cdev.12218

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number knowledge) competencies; at 7 years on whole-number arithmetic computations and number line estimation; and at 10 years on fraction concepts. Mediation analyses controlling for general mathematics ability and general academic ability revealed that numerical and mathematical competencies were direct predictors of fraction concepts, whereas domain-general competencies supported the acquisition of fraction concepts via whole-number arithmetic computations or number line estimation. Results indicate multiple pathways to fraction competence.

引用

页码：1461 / 1476

页数：16

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