Profiles of fraction knowledge in first grade and their relation to cognitive and mathematical skills

Latent profile analysis was used to examine variation in early fraction knowledge among first graders (N = 204; Mage = 6.68 years) across nonsymbolic and symbolic representations. Three distinct profiles of fraction understanding emerged. Profile 1 exhibited strong nonsymbolic knowledge, Profile 2 demonstrated similarly strong knowledge, except for weaker performance in nonsymbolic equivalence, and Profile 3 showed generally limited understanding across most areas. However, by the end of first grade, children initially identified as Profile 2 performed comparably to those in Profile 1 on measures of equivalence. Additionally, children in both Profiles 1 and 2 showed stronger cognitive skills and higher year-end mathematics achievement than those in Profile 3. These findings suggest that understanding of nonsymbolic equivalence may develop over the course of first grade in children who otherwise demonstrate strong foundational fraction knowledge, so that an initial relative weakness in that area is not concerning.