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Executive functions and spatial/relational reasoning relate to individual differences in fraction understanding
Josh Medrano1, Brianna Devlin2, Morgan Shingledecker3
1University of California, Berkeley, USA.
Journal of Experimental Child Psychology
|March 11, 2026
Summary
Executive functions (EFs) and reasoning skills are crucial for fraction understanding. Working memory and prior knowledge significantly predict success in fraction tasks for elementary students.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Developmental Psychology
Background:
- Executive functions (EFs) and spatial-relational reasoning are vital for mathematical skills.
- Fraction understanding is a key developmental milestone with known links to domain-general cognitive abilities.
- Few studies have simultaneously investigated the roles of EFs and reasoning in fraction tasks.
Purpose of the Study:
- To examine the contribution of executive functions and relational reasoning to fraction understanding.
- To investigate how working memory, cognitive flexibility, and inhibitory control relate to fraction magnitude comparison and number line estimation.
- To identify predictors of higher performance in fraction tasks among elementary students.
Main Methods:
- Two studies analyzed data from third and sixth graders (N=84 and N=57, respectively).
- Participants completed tasks assessing working memory, cognitive flexibility, inhibitory control, relational reasoning, and math achievement.
- Fraction performance was evaluated using magnitude comparison and number line estimation tasks.
- Cluster analysis identified performance groups, and logistic regression determined predictive factors.
Main Results:
- Cluster analysis revealed distinct higher- and lower-performing groups on fraction tasks in both studies.
- In Study 1 (third graders), working memory and prior knowledge predicted membership in the higher-performing cluster.
- In Study 2 (sixth graders), prior knowledge (math achievement) was the significant predictor for the higher-performing cluster.
Conclusions:
- Findings suggest that executive functions and prior knowledge play a joint role in fraction understanding.
- Working memory and math achievement are important factors associated with success in fraction tasks.
- Further research is needed to fully elucidate the interplay between domain-general and domain-specific skills in fraction learning.
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