Incoming calculation skill did not predict fraction calculations, suggesting whole-number calculation fluency may not automatically transfer to fractions¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Contrary to the hierarchical view of calculation development, incoming whole-number calculation skill was not a significant predictor of fraction calculations in the structural model. → 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
Null finding from the study's structural equation model in 139 at-risk fourth graders, reported in the Discussion: incoming calculation skill (fall WRAT-4) significantly predicted whole-number calculations but not fraction calculations. The quoted interpretation is the authors' own; no effect size is printed for this null path.
"However, it is surprising that incoming calculation skill did not predict fraction calculations given the hierarchical nature of calculations. This finding suggests that fraction calculations may be distinct from whole-number calculations and that fluency with whole-number calculations may not automatically transfer to fraction calculations."
Discussion¶
Learner Variables¶
- Operations and Place Value — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Language and incoming calculation skill predict whole-number versus fraction calculations differentially, with significant path-equality tests — 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
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