Data · dataset · 2025
The Dual Pathways of Proportional Reasoning on Mathematics Achievement: The Mediating Role of Whole Number Arithmetic and Latent Profile Analysis
Listed in Teesside University Research Data Repository
Research Hypothesis: We hypothesized that proportional reasoning (PR) directly supports general math achievement (GMA) and indirectly through whole-number arithmetic (WNA).
Description
We also expected to find distinct student subgroups with different performance profiles. Data & Methodology: Data was gathered from 123 second-graders (age ~7.9) in China.
Participants completed three tasks: A computer-based proportional reasoning task (choosing equivalent ratios). A paper-and-pencil whole-number arithmetic test. A comprehensive general math achievement test.
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We used path analysis to test the mediation model and latent profile analysis (LPA) to identify subgroups. Notable Findings: Dual Pathways: Path analysis confirmed our model. PR had a significant direct effect on GMA (β = 0.328, p<.001) and a significant indirect effect via WNA (β = 0.143, p=.005).
The model explained 47% of the variance in math achievement. Two Subgroups: LPA identified two distinct profiles: High-Performers (95%): Strong, balanced skills across all areas. Low-Performers (5%): Showed significant difficulties in PR, WNA, and GMA.
Interpretation & Use: Proportional reasoning is a foundational skill that boosts math achievement directly and by enhancing arithmetic. The small but distinct low-performing group highlights the need for early identification and intervention to address broad mathematical difficulties, potentially linked to a "whole number bias." Educators should integrate proportional concepts early into instruction using visual and contextualized examples.
Links
Where it is published
- DOI doi.org/10.17632/s634sxcn7z.1 ↗
DOI / persistent id · from researchdata tees ac uk
Catalogue records · 1
- OAI-PMH record data.mendeley.com/oai?verb=GetRecord&metadataPrefix=oai_dc&identifier=oai%3Adata… ↗
metadata API · from researchdata tees ac uk
Topics
Provenance · 1 source records, 10 field assertions
| Source | Key | Last seen | Raw |
|---|---|---|---|
| Teesside University Research Data Repository | oai:data.mendeley.com/s634sxcn7z.1 | 18 h ago | JSON v1 |
| Field | Assertion | Extractor | Evidence |
|---|---|---|---|
| access_level | source · researchdata tees ac uk | connector:researchdata_tees_ac_uk@1.0.0 | |
| concepts[field].anzsrc:field:520102 | mapping · researchdata tees ac uk | vocabulary-mapper@1.0.0 | keywords['Educational Psychology'] |
| concepts[field].local:field:earth-environmental | mapping · researchdata tees ac uk | connector:researchdata_tees_ac_uk@1.0.0 | |
| concepts[field].local:field:mathematics-statistics | mapping · researchdata tees ac uk | connector:researchdata_tees_ac_uk@1.0.0 | |
| concepts[field].local:field:psychology-behavioral | mapping · researchdata tees ac uk | connector:researchdata_tees_ac_uk@1.0.0 | |
| concepts[field].local:field:social-science | mapping · researchdata tees ac uk | connector:researchdata_tees_ac_uk@1.0.0 | |
| description | source · researchdata tees ac uk | connector:researchdata_tees_ac_uk@1.0.0 | /metadata/dc/description |
| license | source · researchdata tees ac uk | connector:researchdata_tees_ac_uk@1.0.0 | /metadata/dc/rights |
| publication_date | source · researchdata tees ac uk | connector:researchdata_tees_ac_uk@1.0.0 | |
| title | source · researchdata tees ac uk | connector:researchdata_tees_ac_uk@1.0.0 | /metadata/dc/title |