The present study examined predictors of student's knowledge of fraction concepts and
procedures in sixth grade (N= 334). Predictors included both math-specific and more
general competencies, which were assessed in fifth grade. Multiple regression analyses
showed that whole number line estimation, non-symbolic proportional reasoning, long
division, working memory, and attentive behavior contributed uniquely to a general measure
of students' fraction concepts; on a measure of fraction procedures, whole number line …