IPSIBAT   26217
INSTITUTO DE PSICOLOGIA BASICA, APLICADA Y TECNOLOGIA
Unidad Ejecutora - UE
artículos
Título:
Cognitive and math-specific predictors of fraction conceptual knowledge.
Autor/es:
STELZER, FLORENCIA; VERNUCCI, SANTIAGO; ANDRÉS, MARÍA LAURA; RICHARD'S, MARÍA M.; INTROZZI, ISABEL
Revista:
Educational Psychology
Editorial:
Taylor & Francis
Referencias:
Lugar: Londres; Año: 2019 p. 1 - 19
ISSN:
0144-3410
Resumen:
Competence with fractions is very 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 math-specific abilities explained 38% of the variance in fraction knowledge, being fluid intelligence and division ability significant predictors. The results suggest that both general and math-specific competencies are important for fraction learning.