Spatial ability does not account for the predictive relation between early whole number magnitude knowledge and later fraction magnitude knowledge¶

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' spatial ability did not predict fraction magnitude knowledge in middle school, and controlling for it did not change the whole number magnitude relation. → 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

Secondary regression analysis (Supporting Information, Table S2) adding first-grade spatial abilities as a predictor; the article reports the null spatial effect and that the primary relation was unaffected. No effect size printed.

"First graders' spatial ability did not predict their fraction magnitude knowledge in middle school, nor did controlling for spatial ability affect the relation between first graders' whole number magnitude knowledge and their fraction magnitude knowledge in middle school"

Discussion¶

Learner Variables¶

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

Related Claims¶

• 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
• First graders' whole number magnitude knowledge predicts eighth graders' fraction magnitude knowledge after controlling for arithmetic, cognitive, and demographic variables — related
• Middle school fraction magnitude knowledge fully mediates the relation between first-grade whole number magnitude knowledge and middle school fraction arithmetic — related