Many students have difficulty with fractions and other rational numbers, and for years researchers claimed that understanding fractions was critical for successful performance and learning in algebra.\u00a0 However, no such empirical evidence existed.\u00a0 Drawing on observations from algebra classrooms as well as findings from our early work about the importance of holding an accurate representation of the numerical system for performance and learning in elementary school, we conducted a study that yielded the first evidence of correlation between of students\u2019 ability to estimate the magnitudes of fractions for algebra, controlling for their ability with whole numbers, and their performance on a variety of algebra-related outcome measures.\u00a0 Subsequently, we established that fraction magnitude knowledge was also predictive of students\u2019 learning in algebra. Recent funding from the US Department of Education has allowed us to test for causal evidence linking fraction knowledge and algebra performance and learning.\u00a0<\/p>\n\n\n\n
Many students have difficulty with fractions and other rational numbers, and for years researchers claimed that understanding fractions was critical for successful performance and learning in algebra.\u00a0 However, no such empirical evidence existed.\u00a0 Drawing on observations from algebra classrooms as well as findings from our early work about the importance of holding an accurate representation … <\/p>\n