The contribution of domain-specific knowledge in predicting students' proportional word problem-solving performance

Abstract

This study explored the extent to which domain-specific knowledge predicted proportional word problem-solving performance. We tested 411 seventh-grade students on conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge, and proportional word problem solving. Multiple regression analyses indicated that all four domain-specific knowledge variables (i.e., conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge) significantly predicted proportional word problem-solving performance. Conceptual fraction and procedural proportion knowledge contributed the most unique variance (10.0 and 6.7%, respectively, of the total variance) to proportional word problem solving. Procedural fraction and conceptual proportion knowledge each also contributed significant unique variance to proportional word problem solving explaining 5.6 and 2.8%, respectively. The results support the notion that both conceptual fraction and proportion knowledge and procedural fraction and proportion knowledge play a major role in understanding individual differences in proportional word problem-solving performance to inform interventions.

Keywords:

• proportional word problem solving
• domain-specific knowledge
• middle-school students

Acknowledgements

We gratefully acknowledge the efforts of all teachers and students who participated. Thanks are also extended to Mary Lindell, Ju-Ping Huang, and Cara Bauer, who served as research assistants for the study.

Funding

This research was supported by a Mathematics and Science Research grant from the Institute of Education Sciences, U.S. Department of Education [R305K060075-06] to the University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Institute of Education Sciences or the U.S. Department of Education.

Notes on contributors

Asha Jitendra, PhD, is the Rodney Wallace Professor for the Advancement of Teaching and Learning in the Department of Educational Psychology at the University of Minnesota. Her research interests include effective instructional practices, primarily in mathematics and reading, for students with mathematics, reading, and learning difficulties.

Amy Lein is currently a doctoral student in the Department of Educational Psychology at the University of Minnesota. She has over 10 years of experience teaching high school special education and mathematics. Her research interests include educational interventions for struggling students and professional development for teachers.

Jon Star, PhD, is the Nancy Pforzheimer Aronson Associate Professor in Human Development and Education in the Graduate School of Education at Harvard University. His research interests include flexibility in mathematical problem solving, the effectiveness of curricular and instructional interventions and pre-service teacher preparation, and middle and high school mathematics.

Danielle Dupuis is currently a doctoral student in the Department of Educational Psychology at the University of Minnesota. Her research interests include quantitative methods in education, value-added modelling, teacher effectiveness, and mathematics education.