How does understanding fractions support algebra knowledge, and vice versa?
How does understanding fractions support algebra knowledge, and vice versa?
Mathematical understanding is critical for many life outcomes, from high school graduation to college access to career and economic prospects. Fractions and algebra are two domains of mathematics shown to be particularly important yet particularly difficult for students. Furthermore, researchers have found that success with fractions and algebra are closely related.
Our study is investigating relationships between these two areas of mathematics in 6th–8th grade students. Gaining greater insight into the factors that underpin fractions and algebra knowledge and how the two are related is critical to ultimately improving instruction and helping more students be successful.
Our Research
Algebra Knowledge
Algebra knowledge has been shown to be linked to other important life outcomes. It is often termed the “gatekeeper” to success.
Fraction Knowledge
Fraction knowledge is seen as a “key” to this gate, with fraction knowledge predicting algebra performance.
Interdisciplinary Approach
Our project brings together two strands of research to uncover the important links between fractions and algebra.
Looking to participate?
Recruitment for this project has concluded.
If you are interested in being contacted for future studies, please email us at mathlab@wcer.wisc.edu.
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About our research
For more information about Phase 1 and Phase 2 of our study, see the “About” page.
Publications and Presentations
Cheng, X., Viegut, A. A., Stephens, A. C., Westerberg, L., Murray, J., Axness, C., Berg, V., Alibali, M. W., & Matthews, P. G. (2026). Math Anxiety and Working Memory in Symbolic and Nonsymbolic Fraction Performance Across Grades 7-9. [Poster presentation]. Bienniel Meeting of the Cognitive Development Society, Montreal, Canada.
Viegut, A. A., Murray, J., Westerberg, L., Alibali, M., Stephens, A., Cheng, X., Berg, V., Bolt, D., & Matthews, P. (2025). An interdisciplinary approach to untangling the fractions-algebra relation. [Paper presentation]. Biennial Meeting of the European Association for Research on Learning and Instruction (EARLI) as part of the symposium New Insights on the Specific Links Between Students’ Fraction and Algebra Knowledge, Graz, Austria.