Middle school fraction magnitude knowledge fully mediates the relation between first-grade whole number magnitude knowledge and middle school fraction arithmetic¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? First graders' whole number magnitude knowledge exercised an indirect effect on middle school fraction arithmetic through fraction magnitude knowledge, β = .13, p < .05, with no direct relation remaining. → Bailey Drew H. 2014

Evidence¶

Bailey Drew H. 2014¶

Bailey Drew H., Siegler Robert S., Geary David C. (2014). Early Predictors of Middle School Fraction Knowledge. Developmental Science. https://doi.org/10.1111/desc.12155

q3 · i? · associational · r2

Mediation analysis (Table 3, first row) with alpha .05: indirect effect β = .13, p < .05; direct effect .08 with a confidence interval including zero; proportion via mediation .62. The article states there "was no direct relation" between early whole number magnitude and later fraction arithmetic knowledge.

"the relation between first graders' whole number magnitude knowledge and their fraction arithmetic knowledge when they were in middle school was fully mediated by their middle school fraction magnitude knowledge."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Basic linguistic skills and working memory are indirectly related to fifth-grade fraction skills via arithmetic skills — related
• First graders' whole number magnitude knowledge predicts eighth graders' fraction magnitude knowledge after controlling for arithmetic, cognitive, and demographic variables — related
• First graders' whole number arithmetic knowledge predicts seventh graders' fraction arithmetic knowledge — related
• The relation between early whole number magnitude knowledge and later fraction magnitude knowledge is not attributable to number line tasks being used at both measurement times — related
• Contrary to hypothesis, first graders' whole number arithmetic knowledge predicted eighth graders' fraction magnitude knowledge — related
• Spatial ability does not account for the predictive relation between early whole number magnitude knowledge and later fraction magnitude knowledge — related