The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Developmental and individual differences in understanding of fractions.
Open accessAbstract
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 cross-sectional 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.
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Cites
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000) · Cognitive Psychology · doi:10.1006/cogp.1999.0734 · Cited by 15,798
Bull, R., & Scerif, G. (2001) · Developmental Neuropsychology · doi:10.1207/s15326942dn1903_3 · Cited by 1,501 · cited 1×
“…found to be related to whole number arithmetic; moreover, children with LA tend to exhibit executive functioning deficits relative to typically achieving peers (Bull & Scerif, 2001; Mazzocco & This document is copyrighted by the American Psychological Association or one of its allied publishers.”
BackgroundSwanson, H. L., & Beebe-Frankenberger, M. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.3.471 · Cited by 638 · cited 1×
“Kover, 2007; Passolunghi & Pazzaglia, 2004, 2005; Swanson & Beebe-Frankenberger, 2004).”
Cited by
Lesner, T., Clarke, B., Kosty, D., Nelson, N., Ketterlin-Geller, L., & Smolkowski, K. (2023) · Learning Disability Quarterly · doi:10.1177/07319487231168385 · Cited by 3
AI Assistance Reduces Persistence and Hurts Independent Performance
Liu, G., Christian, B., Dumbalska, T., Bakker, M. A., & Dubey, R. (2026) · arXiv · doi:10.48550/arxiv.2604.04721 · Cited by 3
“…their difficulty is easy to experimentally manipulate, they are a foundational mathematical skill (Braithwaite & Siegler, 2021), struggles with fractions predict later difficulties in mathematics (Siegler & Pyke, 2013), and critically, performance on fraction problems improves with practice.”
Metadata
- Authors
- Siegler, R. S., & Pyke, A. A.
- Venue
- Developmental Psychology
- Published
- 2013
- Volume
- 49
- Issue
- 10
- Pages
- 1994-2004
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2212452465
- Cited by
- 305
- References
- 3
- FWCI
- 10.19
- Type
- journal article
- Language
- en
- Open access
- green
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