### Abstract

Fraction magnitude understanding is linked to student achievement in mathematics, but the direction of the relation is not clear. To assess whether fraction magnitude knowledge and mathematics achievement develop in a bidirectional fashion, participants (N = 536) completed a standardized mathematics achievement test and two measures of fraction magnitude understanding—fraction comparisons and fraction number line estimation (FNLE)—twice yearly in 4th–6th grades. Cross-lagged panel models revealed significant autoregressive paths for both achievement and magnitude knowledge, indicating longitudinal stability after accounting for correlational and cross-lagged associations. Mathematics achievement consistently predicted later FNLE and fraction comparison performance. FNLE and fraction comparisons predicted mathematics achievement at all time points, although this relation diminished over time. Findings suggest that fraction magnitude knowledge and broader mathematics achievement mutually support one another. FNLE predicted subsequent mathematics achievement more strongly than did fraction comparisons, possibly because the FNLE task is a more specific measure of fraction magnitude understanding.

Original language | English |
---|---|

Pages (from-to) | 18-32 |

Number of pages | 15 |

Journal | Learning and Individual Differences |

Volume | 60 |

DOIs | |

Publication status | Published - 2017 |

Externally published | Yes |

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### Cite this

*Learning and Individual Differences*,

*60*, 18-32. https://doi.org/10.1016/j.lindif.2017.10.005

}

*Learning and Individual Differences*, vol. 60, pp. 18-32. https://doi.org/10.1016/j.lindif.2017.10.005

**Co-development of fraction magnitude knowledge and mathematics achievement from fourth through sixth grade.** / Hansen, Nicole; Rinne, Luke; Jordan, Nancy C.; Ye, Ai; Resnick, Ilyse; Rodrigues, Jessica.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Co-development of fraction magnitude knowledge and mathematics achievement from fourth through sixth grade

AU - Hansen, Nicole

AU - Rinne, Luke

AU - Jordan, Nancy C.

AU - Ye, Ai

AU - Resnick, Ilyse

AU - Rodrigues, Jessica

PY - 2017

Y1 - 2017

N2 - Fraction magnitude understanding is linked to student achievement in mathematics, but the direction of the relation is not clear. To assess whether fraction magnitude knowledge and mathematics achievement develop in a bidirectional fashion, participants (N = 536) completed a standardized mathematics achievement test and two measures of fraction magnitude understanding—fraction comparisons and fraction number line estimation (FNLE)—twice yearly in 4th–6th grades. Cross-lagged panel models revealed significant autoregressive paths for both achievement and magnitude knowledge, indicating longitudinal stability after accounting for correlational and cross-lagged associations. Mathematics achievement consistently predicted later FNLE and fraction comparison performance. FNLE and fraction comparisons predicted mathematics achievement at all time points, although this relation diminished over time. Findings suggest that fraction magnitude knowledge and broader mathematics achievement mutually support one another. FNLE predicted subsequent mathematics achievement more strongly than did fraction comparisons, possibly because the FNLE task is a more specific measure of fraction magnitude understanding.

AB - Fraction magnitude understanding is linked to student achievement in mathematics, but the direction of the relation is not clear. To assess whether fraction magnitude knowledge and mathematics achievement develop in a bidirectional fashion, participants (N = 536) completed a standardized mathematics achievement test and two measures of fraction magnitude understanding—fraction comparisons and fraction number line estimation (FNLE)—twice yearly in 4th–6th grades. Cross-lagged panel models revealed significant autoregressive paths for both achievement and magnitude knowledge, indicating longitudinal stability after accounting for correlational and cross-lagged associations. Mathematics achievement consistently predicted later FNLE and fraction comparison performance. FNLE and fraction comparisons predicted mathematics achievement at all time points, although this relation diminished over time. Findings suggest that fraction magnitude knowledge and broader mathematics achievement mutually support one another. FNLE predicted subsequent mathematics achievement more strongly than did fraction comparisons, possibly because the FNLE task is a more specific measure of fraction magnitude understanding.

KW - Comparison

KW - Estimation

KW - Fractions

KW - Mathematics achievement

KW - Numerical magnitude

UR - http://www.scopus.com/inward/record.url?scp=85031723183&partnerID=8YFLogxK

UR - http://www.mendeley.com/research/codevelopment-fraction-magnitude-knowledge-mathematics-achievement-fourth-through-sixth-grade-1

U2 - 10.1016/j.lindif.2017.10.005

DO - 10.1016/j.lindif.2017.10.005

M3 - Article

VL - 60

SP - 18

EP - 32

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -