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¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? When fraction magnitude comparison accuracy alone replaced the composite outcome, the same mediation effects emerged, ruling out task-overlap explanation. → 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 models rerun with fraction magnitude comparison accuracy as the sole middle-school outcome measure; the article reports "the same set of indirect and direct effects emerged as in Table 3". No new effect sizes printed.
"The same set of indirect and direct effects emerged as in Table 3 (Supporting Information, Table S5), indicating that the relation between early whole number magnitude knowledge and later fraction magnitude knowledge is not attributable to use of number line tasks at both times."
Discussion¶
Learner Variables¶
- Number Sense — predictor: learners who differ on it differ in outcomes
- Proportional Reasoning — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Middle school fraction magnitude knowledge fully mediates the relation between first-grade whole number magnitude knowledge and middle school fraction arithmetic — related
- Spatial ability does not account for the predictive relation between early whole number magnitude knowledge and later fraction magnitude knowledge — related
- First graders' whole number magnitude knowledge predicts eighth graders' fraction magnitude knowledge after controlling for arithmetic, cognitive, and demographic variables — related
- Neither first-grade whole number magnitude nor arithmetic knowledge uniquely predicted eighth-grade reading achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
number-line-task-overlap-not-explaining-continuity |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2014 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bailey-drew-h-2014 |
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