Cognitive and maths-specific predictors of fraction conceptual knowledge

dc.creatorStelzer, Florencia
dc.creatorRichard's, Maria Marta
dc.creatorAndrés, María Laura
dc.creatorVernucci, Santiago
dc.creatorIntrozzi, Isabel Maria
dc.date.accessioned2020-12-09T17:29:14Z
dc.date.accessioned2022-10-14T23:14:07Z
dc.date.available2020-12-09T17:29:14Z
dc.date.available2022-10-14T23:14:07Z
dc.date.created2020-12-09T17:29:14Z
dc.date.issued2019-11
dc.identifierStelzer, Florencia; Richard's, Maria Marta; Andrés, María Laura; Vernucci, Santiago; Introzzi, Isabel Maria; Cognitive and maths-specific predictors of fraction conceptual knowledge; Taylor & Francis; Educational Psychology; 11-2019; 1-19
dc.identifier1469-5820
dc.identifierhttp://hdl.handle.net/11336/120019
dc.identifierCONICET Digital
dc.identifierCONICET
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4318166
dc.description.abstractCompetence 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.
dc.languageeng
dc.publisherTaylor & Francis
dc.relationinfo:eu-repo/semantics/altIdentifier/doi/https://doi.org/10.1080/01443410.2019.1693508
dc.relationinfo:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/abs/10.1080/01443410.2019.1693508
dc.rightshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.rightsinfo:eu-repo/semantics/restrictedAccess
dc.subjectCOGNITION
dc.subjectFRACTIONS
dc.subjectMATHS KNOWLEDGE
dc.subjectRATIONAL NUMBERS
dc.titleCognitive and maths-specific predictors of fraction conceptual knowledge
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:ar-repo/semantics/artículo
dc.typeinfo:eu-repo/semantics/publishedVersion


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