Tracking Informal Fraction Knowledge and Its Correlates across First Grade

Autor/inn/en	Viegut, Alexandria A.; Resnick, Ilyse; Miller-Cotto, Dana; Newcombe, Nora S.; Jordan, Nancy C.
Titel	Tracking Informal Fraction Knowledge and Its Correlates across First Grade
Quelle	In: Developmental Psychology, 59 (2023) 10, S.1739-1756 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Viegut, Alexandria A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001581
Schlagwörter	Fractions; Grade 1; Elementary School Students; Knowledge Level; Mathematics Skills; Mathematics Achievement; Mathematical Logic; Executive Function; Memory; Spatial Ability; Arithmetic; Vocabulary; Keymath Diagnostic Arithmetic Test + Suchen Sie Ihr Suchwort? Bruchrechnung; School year 01; 1. Schuljahr; Schuljahr 01; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Mathematical logics; Mathematische Logik; Gedächtnis; Räumliches Vorstellungsvermögen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Wortschatz
Abstract	Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowledge at the beginning of first grade, especially with nonsymbolic fractions and halving, and this knowledge improved over the school year without explicit instruction in fractions. However, there were large individual differences in early fraction knowledge at the start of first grade, which explained significant variance in math achievement at the end of first grade, even when controlling for whole number knowledge and a variety of cognitive skills. Start-of-year whole number knowledge, but not spatial scaling or proportional reasoning, also predicted early end-of-year fraction knowledge. These data can inform activities for learning in the early years to foster both early fraction and integer knowledge in parallel, which may better prepare students for later formal instruction in fractions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01