Spontaneous focusing on multiplicative relations and fraction magnitude knowledge

To test the hypothesis that a higher tendency to spontaneously focus on multiplicative relations (SFOR) leads to improvements in rational number knowledge via more exact estimation of fractional quantities, we presented sixth graders (n = 112) with fraction number line estimations and a novel task in which numerical information embedded in narratives could be estimated as fractions. Consistent with our main hypothesis, we found that SFOR...