id: 06231416
dt: j
an: 2014a.00560
au: Booth, Julie L.; Newton, Kristie J.
ti: Fractions: could they really be the gatekeeper’s doorman?
so: Contemp. Educ. Psychol. 37, No. 4, 247-253 (2012).
py: 2012
pu: Elsevier (Academic Press), New York, NY
la: EN
cc: F43
ut: fractions; fraction knowledge; algebra readiness; unit fractions
ci:
li: doi:10.1016/j.cedpsych.2012.07.001
http://www.sciencedirect.com/science/article/pii/S0361476X12000392
ab: Summary: The National Mathematics Advisory Panel (NMAP) asserts that a
foundational knowledge of fractions is crucial for students’ success
in algebra; however, empirical evidence for this claim is relatively
nonexistent. In the present study, we examine the impact of middle
school students’ fraction and whole number magnitude knowledge on
various components of their algebra readiness. Results suggest that
fraction knowledge is related to algebra readiness, more so than number
magnitude knowledge in general; students’ magnitude knowledge of unit
fractions (i.e., those with a numerator of 1) appears particularly
important. Findings confirm the intuition of the NMAP and support the
recommendation of the common core standards (National Governors
Association Center for Best Practices) that students’ fraction
knowledge should be cultivated using number lines.
rv: