Sources of individual differences in fraction skills (original) (raw)

Influence of Domain-General Abilities and Prior Division Competence on Fifth-Graders’ Fraction Understanding

María Laura Andrés

International Electronic Journal of Mathematics Education

View PDFchevron_right

General and math-specific predictors of sixth-graders’ knowledge of fractions

Russell Gersten

Cognitive Development, 2015

View PDFchevron_right

Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge

Ilyse Resnick

Journal of experimental child psychology, 2016

View PDFchevron_right

Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does it Look Like?

Katja Lenz

International Electronic Journal of Mathematics Education

View PDFchevron_right

Developmental and individual differences in understanding of fractions

Robert Siegler

Developmental Psychology, 2013

View PDFchevron_right

Early predictors of middle school fraction knowledge

Robert Siegler

Developmental Science, 2014

View PDFchevron_right

Developmental predictors of fraction concepts and procedures

Robert Siegler

Journal of Experimental Child Psychology, 2013

View PDFchevron_right

Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties

Ilyse Resnick

Journal of learning disabilities, 2016

View PDFchevron_right

Individual Differences in Conceptual and Procedural Knowledge When Learning Fractions

Ole Kristian Rauk

View PDFchevron_right

Co-development of fraction magnitude knowledge and mathematics achievement from fourth through sixth grade

Ilyse Resnick

Learning and Individual Differences, 2017

View PDFchevron_right

Relationships between Students' Fraction Knowledge and Equation Solving

Amy Hackenberg

2000

View PDFchevron_right

A componential view of children's difficulties in learning fractions

Alain Content

2013

View PDFchevron_right

Drawing on a Theoretical Model to Study Students’ Understandings of Fractions

Demetra Pitta-Pantazi

Educational Studies in Mathematics, 2007

View PDFchevron_right

Sources of Individual Differences in Children's Understanding of Fractions

Robert Siegler

Child Development, 2014

View PDFchevron_right

College Developmental Mathematics Students' Understanding of Fraction Operations

Michael J Bossé

International Journal for Mathematics Teaching and Learning

View PDFchevron_right

INDIVIDUAL DIFFERENCES IN FRACTIONS' CONCEPTUAL AND PROCEDURAL KNOWLEDGE: WHAT ABOUT OLDER STUDENTS

Maria Bempeni

View PDFchevron_right

Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions

Amelia Malone

The Elementary School Journal, 2016

View PDFchevron_right

Development of fraction concepts and procedures in U.S. and Chinese children

Robert Siegler

Journal of Experimental Child Psychology, 2015

View PDFchevron_right

Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents

Joke Torbeyns

Learning and Instruction, 2014

View PDFchevron_right

Cognitive models: The missing link to learning fraction multiplication and division

Belinda de Castro

Asia Pacific Education Review, 2008

View PDFchevron_right

Teaching fractions to middle-school students struggling in mathematics : an exploratory study

Radhika Misquitta

2011

View PDFchevron_right

Improving at-risk learners’ understanding of fractions

Paul Cirino

View PDFchevron_right

Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children

Priya Kalra

Contemporary Educational Psychology, 2020

View PDFchevron_right

Second-Graders’ Mathematical Practices for Solving Fraction Tasks

Johnna Bolyard

Investigations in Mathematics Learning, 2014

View PDFchevron_right

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement

Michèle Mazzocco

Journal of Experimental Child Psychology, 2013

View PDFchevron_right

Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge

Eero Laakkonen

Cognition and Instruction, 2014

View PDFchevron_right