Siegler, Robert S.Pyke, Aryn A.. () Developmental and Individual Differences in Understanding of Fractions /MLA Citation
Siegler, Robert S.Pyke, Aryn A.,Developmental And Individual Differences In Understanding Of Fractions. : . Print.
These citations may not conform precisely to your selected citation style. Please use this display as a guideline and modify as needed.
Developmental and Individual Differences in Understanding of Fractions /
Robert S. Siegler and Aryn A. Pyke.
|Main Author:||Siegler, Robert S.|
|Other Names:||Pyke, Aryn A.,|
|Published:||[Place of publication not identified] : Distributed by ERIC Clearinghouse, 2013.|
|Topics:||Age Differences. | Individual Development. | Individual Differences. | Mathematics. | Grade 6. | Grade 8. | Mathematics Achievement. | Executive Function. | Metacognition. | Arithmetic. | Low Achievement. | High Achievement. | Mathematics Tests. | Achievement Tests. | Scores. | Numbers. | Knowledge Level.|
|Genres:||Reports, Research. | Journal Articles.|
ERIC - Full text online (Opens in a new window)
|Physical Description:||1 online resource (11 pages)
|Summary:||We examined developmental and individual differences in 6th and 8th graders' fraction arithmetic and overall mathematics achievement and related them to differences in understanding of fraction magnitudes, whole number division, executive functioning, and metacognitive judgments within a crosssectional design. Results indicated that the difference between low achieving and higher achieving children's fraction arithmetic knowledge, already substantial in 6th grade, was much greater in 8th grade. The fraction arithmetic knowledge of low achieving children was similar in the 2 grades, whereas higher achieving children showed much greater knowledge in 8th than 6th grade, despite both groups having been in the same classrooms, using the same textbooks, and having the same teachers and classmates. Individual differences in both fraction arithmetic and mathematics achievement test scores were predicted by differences in fraction magnitude knowledge and whole number division, even after the contributions of reading achievement and executive functioning were statistically controlled. Instructional implications of the findings are discussed.
|Notes:||Sponsoring Agency: Department of Education (ED).
Sponsoring Agency: National Center for Research Resources (NIH/DHHS).
Abstractor: As Provided.
Educational level discussed: Grade 6.
Educational level discussed: Intermediate Grades.
Educational level discussed: Middle Schools.
Educational level discussed: Elementary Education.
Educational level discussed: Grade 8.
Educational level discussed: Junior High Schools.
Educational level discussed: Secondary Education.
|Restrictions:||Access rights: Yes. ericd
Pyke, Aryn A., author.