First graders' whole number magnitude knowledge predicts eighth graders' fraction magnitude knowledge after controlling for arithmetic, cognitive, and demographic variables¶

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 uniquely predicted eighth graders' fraction magnitude knowledge, β = .27, p < .001. → 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

Longitudinal regression analysis (N = 162) from a multi-year study of mathematical development; the standardized coefficient β = .27, p < .001 shows "first graders' whole number magnitude knowledge predicted eighth graders' fraction magnitude knowledge" with controls for IQ, executive function, demographics, and whole number arithmetic.

"As hypothesized, after controlling for the other first grade predictors, first graders' whole number magnitude knowledge predicted eighth graders' fraction magnitude knowledge, β = .27, p < .001 (Table 2, left column)."

Discussion¶

Learner Variables¶

• 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
• 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
• 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 arithmetic knowledge predicts seventh graders' fraction arithmetic knowledge — related
• Contrary to hypothesis, first graders' whole number arithmetic knowledge predicted eighth graders' fraction magnitude knowledge — related
• Neither first-grade whole number magnitude nor arithmetic knowledge uniquely predicted eighth-grade reading achievement — related
• Scaffolds yielded minimal effects for advanced-placement school students — related