Fractions: Could they really be the gatekeeper’s doorman?

By Julie L. Booth, Kristie J. Newton. 2012

313 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/81bbe9b8ff201a6bf5aaaa8751f5f683c29ec8b2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. David W. Braithwaite
2. Nora S. Newcombe
3. Michael A. Hebert
4. C. Lewis
5. Susan C. Levine
6. Rebecca Perry
7. E. G. Peterson
8. J. Cohen

In Modeling and Simulation

1. Rebecca Perry
2. S. R. Powell
3. Robert S. Siegler
4. C. Lewis

In Statistics and Probability

1. David W. Braithwaite
2. Nora S. Newcombe
3. Michael A. Hebert
4. Susan C. Levine
5. E. G. Peterson
6. Rebecca Perry
7. J. Cohen
8. S. R. Powell

Citations in the corpus

• A Case for Domain-Specific Curiosity in Mathematics (2019, background): “For instance, developing conceptual and procedural knowledge of whole numbers and the number line supports the conceptualization of fractions, which later serve as a “gateway” to learning more advanced concepts within algebra (Booth and Newton 2012; Siegler et al. 2013).”
• Examining fourth-grade mathematics writing: features of organization, mathematics vocabulary, and mathematical representations (2016, background): “Strong fraction knowledge is often described a necessary component for algebraic understanding (Booth & Newton, 2012).”
• Putting fractions together. (2020, background): “…and overall math achievement concurrently and over periods of at least 1 to 5 years, even after controlling for potential confounding variables including IQ, whole number arithmetic profi- ciency, and family SES (Booth & Newton, 2012; Booth, Newton, & Twiss-Garrity, 2014; Siegler et al., 2012).”
• Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding (2016, unknown): “…grounded understanding of fractions in the early stages of learning can support future learning of fractions and related concepts (e.g., decimals, percent, and measure) throughout elementary and middle school and can help prepare students for algebra (Booth & Newton, 2012; Siegler et al., 2012).”
• Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning (2017, background): “…knowledge of unit fractions predicts algebra readiness even more strongly than other magnitude knowledge (i.e., integers, nonunit fractions; Booth & Newton, 2012), and instruction emphasizing the creation and iteration of unit fractions appears to be effective in building student…”
• Spatial Proportional Reasoning Is Associated With Formal Knowledge About Fractions (2016, background): “In particular, 10- to 14-year-old children’s fraction understanding predicts their knowledge of algebra in high school (Booth & Newton, 2012; Booth, Newton, & Twiss-Garrity, 2014; Siegler et al., 2012).”