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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 41, 2021 - Issue 2
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Articles

Cognitive and maths-specific predictors of fraction conceptual knowledge

Florencia StelzerInstitute of Basic, Applied Psychology and Technology (IPSIBAT), National University of Mar Del Plata, National Scientific and Technical Research Council (CONICET), Mar Del Plata, ArgentinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2082-8839View further author information
ORCID Icon,
María M. Richard’sInstitute of Basic, Applied Psychology and Technology (IPSIBAT), National University of Mar Del Plata, National Scientific and Technical Research Council (CONICET), Mar Del Plata, ArgentinaView further author information
,
María Laura AndrésInstitute of Basic, Applied Psychology and Technology (IPSIBAT), National University of Mar Del Plata, National Scientific and Technical Research Council (CONICET), Mar Del Plata, ArgentinaView further author information
,
Santiago VernucciInstitute of Basic, Applied Psychology and Technology (IPSIBAT), National University of Mar Del Plata, National Scientific and Technical Research Council (CONICET), Mar Del Plata, ArgentinaView further author information
&
Isabel IntrozziInstitute of Basic, Applied Psychology and Technology (IPSIBAT), National University of Mar Del Plata, National Scientific and Technical Research Council (CONICET), Mar Del Plata, ArgentinaView further author information
Pages 172-190 | Received 24 Aug 2018, Accepted 12 Nov 2019, Published online: 28 Nov 2019
 
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Abstract

Competence with fractions is important for learning more advanced mathematics. The present study examined the predictive value of sustained attention, verbal and visuospatial working memory, cognitive flexibility, fluid intelligence, multiplication and division abilities for fraction knowledge in fifth grade. Participants were 97 elementary school students from Mar del Plata, Argentina (age range: 10–11). Cognitive and maths-specific abilities explained 38% of the variance in fraction knowledge, with both fluid intelligence and division ability as significant predictors. The results suggest that both general and maths-specific competencies are important for fraction learning.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the National Scientific and Technical Research Council of Argentina (CONICET).

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