2026/03/30 by Claire L. Forsmann, Michael D’Erchie, Andreas Obersteiner +1
Mathematics · Psychology · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Innovative Teaching and Learning Methods #Mathematics Education and Teaching Techniques
paper · doi:10.1016/j.lindif.2025.102851
openalex publication_date 2026/03/30 · openalex created_date 2026/03/31 · openalex updated_date 2026/06/14
Students’ prior knowledge about fractions predicts algebra learning success even after controlling for whole-number arithmetic and intelligence. However, these findings are based on aggregate measures and leave open which specific fraction and algebra concepts and procedures are associated. We investigated this question using psychometric network analysis. We measured 12 central fraction and algebra concepts and procedures with 571 German ninth- and tenth-graders. Network modeling revealed that the 12 nodes formed two distinct communities for fractions and algebra, with only two interrelations. Fraction multiplication and division procedures linked to equation-solving procedures. Fraction density concepts linked to algebraic equivalence concepts. The findings indicate that not all fraction concepts and procedures are directly relevant to algebra learning. Instead, there is one link between concepts and one link between procedures. These correlational findings provide a basis for future intervention studies examining how fraction knowledge should be taught to optimally prepare students for algebra learning.