Contrary to hypothesis, first graders' whole number arithmetic knowledge predicted eighth graders' 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' whole number arithmetic knowledge predicted eighth graders' fraction magnitude knowledge (β = .25, p < .001), a relation the study's hypotheses did not expect. → 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

Same regression model as the primary fraction magnitude analysis (Table 2, left column); the article reports whole number arithmetic "β = .25, p < .001" as an unexpected unique predictor of fraction magnitude knowledge.

"First graders' whole number arithmetic knowledge, β = .25, p < .001, and central executive functioning, β = .22, p < .001, also predicted eighth graders' fraction magnitude knowledge."

Discussion¶

Learner Variables¶

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

Related Claims¶

• First graders' whole number arithmetic knowledge predicts seventh graders' fraction arithmetic knowledge — 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