Xu, C., Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621, Rodgers, L.J. et al. (5 more authors) (2025) A longitudinal investigation of the co-development and bidirectional relations among whole number arithmetic and conceptual and procedural fraction knowledge. Journal of Educational Psychology. ISSN 0022-0663
Abstract
How do conceptual and procedural fraction knowledge influence the development of each other over time? Is their pattern of development a reflection of instruction? In the present study we conducted a four-wave longitudinal investigation of the co- and bidirectional development of whole number arithmetic, and conceptual and procedural fraction knowledge during a critical phase of fraction learning. Chinese students (N = 1,055, Mage = 9.8, SD = 0.7) educated through a linear curriculum completed whole number arithmetic, and conceptual and procedural fraction assessments during the first and second terms in Grade 4 and Grade 5. Cross-lagged panel analysis, controlling for students’ non-verbal reasoning skills, revealed that conceptual and procedural fraction knowledge did not influence the development of one another prior to Grade 5. However, starting in Grade 5, a unidirectional pattern emerged, where conceptual fraction knowledge supported the development of procedural fraction knowledge. This unilateral conceptual-to-procedural pattern of development contrasts with findings from studies with students in the U.S., suggesting that educational experiences may shape the co-development of these two types of fraction knowledge. Furthermore, proficiency in whole number arithmetic predicted the development in both conceptual and procedural fraction knowledge, highlighting its important role alongside conceptual knowledge in supporting the acquisition of fraction procedures. Our findings emphasize the need to consider educational experiences and foster meaningful connections between concepts and procedures during fraction instruction while promoting mastery of whole number arithmetic to promote students’ development of fraction knowledge.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2024 The Authors. Except as otherwise noted, this author-accepted version of a journal article published in Journal of Educational Psychology is made available via the University of Sheffield Research Publications and Copyright Policy under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ |
Keywords: | fractions; conceptual; procedural; whole number arithmetic; development |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Science (Sheffield) > Department of Psychology (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 19 Dec 2024 09:30 |
Last Modified: | 10 Feb 2025 09:45 |
Status: | Published online |
Publisher: | American Psychological Association |
Refereed: | Yes |
Identification Number: | 10.1037/edu0000942 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:220872 |