Parameterizing Individual Differences in Fraction and Decimal Arithmetic
Bibliographic Data
| ID | 7150284 |
|---|---|
| Authors | David W Braithwaite (0000-0001-8111-607X, Department of Psychology Florida State University, corresponding author), Anna N Rafferty (0000-0002-8319-5370, Computer Science Department Carleton College) |
| Year | 2025 |
| Volume | 49 |
| Issue | 5 |
| Pages | e70065-e70065 |
| Publication date | 2025-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cognitive Science (JOURNAL) |
| Journal identifiers | ISSN: 0364-0213 • E-ISSN: 1551-6709 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/cogs.70065 |
| PMID | 40400136 |
| OpenAlex | W4410607749 |
| Language | EN |
| Citations received | 1 |
| References cited | 64 |
Math problem solving frequently involves choices among alternative strategies. Strategy choices, and effects of problem features on strategy choices, both vary among individuals. We propose that individual differences in strategy choices can be well characterized in terms of parametric variation in three types of influence: global bias, relevant feature effects, and irrelevant feature effects. We test this framework by applying it to children's strategy choices in fraction and decimal arithmetic. We describe a simple mathematical model of strategy choice in this domain that is based on a recent theory of arithmetic development and includes parameters representing the three types of influence above. We estimate these parameters in a sample of 120 fifth to ninth graders and find that all of them vary substantially among children. Further, we find that different parameters relate differently to other domain‐specific and domain‐general abilities, supporting the utility of distinguishing among the parameters and estimating them separately for individuals. We discuss implications of the results regarding the nature and origins of individual differences in strategy choice in fraction and decimal arithmetic and math more broadly
Arithmetic · Decimal · Parametric statistics · Statistics · Cognitive and developmental aspects of mathematical skills · Computer Science · Education, Achievement, and Giftedness · Mathematics · Mathematics Education and Teaching Techniques
Emerging Minds
Stan
Informative tools for characterizing individual differences in learning
Executive Functioning as a Predictor of Children's Mathematics Ability
The inheritance of liability to certain diseases, estimated from the incidence among relatives
Working memory and mathematics in primary school children
Categorization and Representation of Physics Problems by Experts and Novices
The Contribution of Executive Functions to Emergent Mathematic Skills in Preschool Children
An integrated theory of whole number and fractions development
Teaching and Learning Fraction and Rational Numbers
Developing conceptual understanding and procedural skill in mathematics
PsychoPy2
G*Power 3
Executive Functions
How are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic
University students' misconceptions about rational numbers
Putting fractions together
Distributions of textbook problems predict student learning
Linking inhibitory control to math achievement via comparison of conflicting decimal numbers
Why is learning fraction and decimal arithmetic so difficult
Reaction time in differential and developmental research
The role of inhibitory control in strategy change
Testing the whole number interference hypothesis
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade
Development of fraction comparison strategies
Preschool executive functioning abilities predict early mathematics achievement
Developmental and individual differences in understanding of fractions
Role of conceptual knowledge in mathematical procedural learning
Iterating between lessons on concepts and procedures can improve mathematics knowledge
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |