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Direct linkWall, Jenna L.; Thompson, Clarissa A.; Dunlosky, John; Merriman, William E. – Developmental Psychology, 2016
Accurate monitoring and control are essential for effective self-regulated learning. These metacognitive abilities may be particularly important for developing math skills, such as when children are deciding whether a math task is difficult or whether they made a mistake on a particular item. The present experiments investigate children's ability…
Descriptors: Mathematics Instruction, Computation, Number Concepts, Metacognition
Hamdan, Noora; Gunderson, Elizabeth A. – Developmental Psychology, 2017
Children's ability to place fractions on a number line strongly correlates with math achievement. But does the number line play a causal role in fraction learning or does it simply index more advanced fraction knowledge? The number line may be a particularly effective representation for fraction learning because its properties align with the…
Descriptors: Fractions, Number Concepts, Pretests Posttests, Elementary School Students
Rinne, Luke F.; Ye, Ai; Jordan, Nancy C. – Developmental Psychology, 2017
The present study investigated the development of fraction comparison strategies through a longitudinal analysis of children's responses to a fraction comparison task in 4th through 6th grades (N = 394). Participants were asked to choose the larger value for 24 fraction pairs blocked by fraction type. Latent class analysis of performance over item…
Descriptors: Elementary School Mathematics, Elementary School Students, Intermediate Grades, Fractions
