2026-10-15T17:59:03Z https://data.mendeley.com/oai

oai:data.mendeley.com/s634sxcn7z.1 2025-09-02T19:26:13Z

Wang, Ruonan The Dual Pathways of Proportional Reasoning on Mathematics Achievement: The Mediating Role of Whole Number Arithmetic and Latent Profile Analysis Mendeley Data Research Hypothesis: We hypothesized that proportional reasoning (PR) directly supports general math achievement (GMA) and indirectly through whole-number arithmetic (WNA). 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. 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. Educational Psychology Child Psychology Mathematical Psychology Liu, Ziling Yang , Shihan Gou, Yangmin Li , Xiaohuan Dai , Jiaojian Dataset doi:10.17632/s634sxcn7z.1 oai:data.mendeley.com/s634sxcn7z.1 Creative Commons Attribution 4.0 International http://creativecommons.org/licenses/by/4.0 https://data.mendeley.com/datasets/s634sxcn7z 2025-09-02T19:26:13Z