Language and incoming calculation skill predict whole-number versus fraction calculations differentially, with significant path-equality tests¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Equality tests of path coefficients rejected the null of no difference for language (p = .042) and incoming calculation skill (p = .003) across whole-number and fraction calculation outcomes. → Namkung 2016

Evidence¶

Namkung 2016¶

Namkung, J. M., & Fuchs, L. S. (2016). Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students. Journal of Educational Psychology, 108(2), 214-228. https://doi.org/10.1037/edu0000055

q3 · i? · associational · r2

Post-hoc equality tests within the structural model compared unstandardized paths from language and incoming calculation skill to the two calculation outcomes in the same sample of 139 at-risk fourth graders. Both tests were significant, indicating the two outcomes rely on partly distinct cognitive resources; no effect sizes are printed.

"We further tested equality of path coefficients for the significant and non-significant paths from language and incoming calculation skill to whole-number and fraction calculations using unstandardized path coefficients. These tests rejected the null of no difference for both predictors (p = .042 for language, p = .003 for incoming calculation skill)."

Discussion¶

Learner Variables¶

• Operations and Place Value — predictor: learners who differ on it differ in outcomes
• Oral Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Incoming calculation skill did not predict fraction calculations, suggesting whole-number calculation fluency may not automatically transfer to fractions — related
• Processing speed, attentive behavior, and incoming calculation skill significantly predict whole-number calculations in at-risk fourth graders, with the model accounting for 51% of variance — related
• Language, in addition to processing speed and attentive behavior, significantly predicts fraction calculations in at-risk fourth graders — related
• Whole-number and fraction calculations fit a two-factor structure significantly better than a one-factor model — related
• Fraction-focused interventions significantly improved mathematics outcomes over operations-focused interventions for students with MD — related