Early fraction relational reasoning uniquely predicts later algebraic thinking in children: A longitudinal study

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2024-09-05 DOI:10.1016/j.cedpsych.2024.102300

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引用次数: 0

Abstract

The association between children’s fraction relational reasoning and their algebraic thinking has not been explored longitudinally. This study used incremental importance analysis and relative weight analysis to examine the extent to which fourth-grade (M=112.3 months, SD=2.25) fraction relational reasoning predicted sixth-grade algebraic performance, compared to an extensive set of cognitive factors. Multiple linear regression revealed that fraction relational reasoning, fraction and decimal magnitude knowledge, fraction arithmetic, attentive behavior, counting recall, and listening recall were significant predictors in the final model. Relative weight analysis indicated the contribution of fraction relational reasoning to algebraic performance did not differ significantly from fraction magnitude knowledge and fraction arithmetic, but was a stronger predictor than the other variables. This suggests the central executive component of working memory, attention, fraction relational reasoning, magnitude knowledge of fractions and decimals, and fraction arithmetic may warrant focused attention when preparing children for algebra.

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早期的分数关系推理能独特地预测儿童日后的代数思维：纵向研究

关于儿童的分数关系推理与代数思维之间的联系，还没有进行过纵向研究。本研究采用重要性递增分析和相对权重分析法，考察了与一系列认知因素相比，四年级（M=112.3 个月，SD=2.25）分数关系推理对六年级代数成绩的预测程度。多元线性回归显示，在最终模型中，分数关系推理、分数和小数大小知识、分数运算、专注行为、计数回忆和听力回忆都是重要的预测因素。相对权重分析表明，分数关系推理对代数成绩的贡献与分数大小知识和分数运算没有明显差异，但比其他变量的预测作用更强。这表明，在为儿童学习代数做准备时，可能需要重点关注工作记忆的中央执行部分、注意力、分数关系推理、分数和小数的大小知识以及分数运算。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.