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ERIC Number: EJ1403799
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: EISSN-1467-8624
Beyond Linearity: Using IRT-Scaled Level Models to Describe the Relation between Prior Proportional Reasoning Skills and Fraction Learning Outcomes
Schadl, Constanze; Ufer, Stefan
Child Development, v94 n6 p1642-1658 2023
Previous research on the role of prior skills like proportional reasoning skills for the development of mathematical concepts offers conclusions such as "more (prior skills) is better (for later learning)." Insights, which prior skill "level" goes along with which "level" of learning outcomes, may advance the understanding of the development of mathematical concepts. An exploratory approach is presented based on level models to describe the relation between symbolic proportional reasoning skills and fraction outcomes beyond linearity. Analyses draw on samples of German fourth to sixth graders from a scaling (2017, N = 325, 54.8% female) and longitudinal study (2018/2019, N = 436, 42.7% female). Particularly mastering natural and internal rational ratios in proportional reasoning seems relevant for successful fraction learning.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A