Group differences in fraction comparison accuracy persist when full scale IQ is included as a covariate¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? All significant main effects and two-way interactions re-emerged in ANCOVAs with FSIQ as a covariate; only the four-way interaction dropped below significance. → Mazzocco 2013

Evidence¶

Mazzocco 2013¶

Mazzocco, M. M. M., Myers, G. F., Lewis, K. E., Hanich, L. B., & Murphy, M. M. (2013). Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) vs. low mathematics achievement. Journal of experimental child psychology, 115(2), 371-387. https://doi.org/10.1016/j.jecp.2013.01.005

q3 · i? · associational · r2

Each ANOVA was repeated as an ANCOVA with WASI full scale IQ (Grade 3) as a covariate. "all significant main effects reported above persisted when FSIQ was included in the models", and all two-way interactions re-emerged; only the four-way interaction was no longer significant (p = .13, η2p = .053).

"First, all significant main effects reported above persisted when FSIQ was included in the models. Second, no additional significant main effects or interactions emerged from the ANCOVAs, relative to the ANOVAs conducted without FSIQ."

Discussion¶

Learner Variables¶

• Proportional Reasoning — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The one-half advantage in fraction comparison emerges by Grade 4 for TA children and Grade 5 for LA children, but only at Grade 7 for children with MLD, who never exceed ~75% accuracy on one-half items — related
• Fraction pairs with common denominators are compared more accurately than pairs with common numerators, but children with MLD show a crossover, improving on common numerator items while declining on common denominator items — related
• Visual fraction models yield more accurate magnitude comparisons than Arabic numeral fractions for all ability groups, but the visual model advantage persists through Grade 8 only for children with MLD — related
• Children with MLD score lower in self-image than typical and high achievers when IQ is partialled out — related
• Children with MLD report higher learning mathematics anxiety than LA, TA, and HA peers, but not higher evaluation anxiety — related
• Fraction division showed large country differences (Chinese 91%, Belgian 71%, U.S. 22% correct), while fraction addition showed a Country × Grade interaction — related