Understanding and using symbolic fractions in mathematics is critical for access to advanced STEM concepts. However, children and adults consistently struggle with fractions. Here, we take a novel perspective on symbolic fractions, considering them within the framework of relational structures in cognitive psychology, such as those studied in analogy research. We tested the hypothesis that relational reasoning ability is important for reasoning about fractions by examining the relation between scores on a domain-general test of relational reasoning (TORR Jr.) and a test of fraction knowledge consisting of various types of fraction problems in 194 s grade and 145 fifth grade students. We found that relational reasoning was a significant predictor of fractions knowledge, even when controlling for non-verbal IQ and fractions magnitude processing for both grades. The effects of relational reasoning also remained significant when controlling for overall mathematics knowledge and skill for second graders but was attenuated for fifth graders. These findings suggest that this important subdomain of mathematical cognition is integrally tied to relational reasoning and opens the possibility that instruction targeting relational reasoning may prove to be a viable avenue for improving children’s fractions skills.

理解和使用数学中的符号分数对于获取高级 STEM 概念至关重要。然而，儿童和成人一直在与分数作斗争。在这里，我们对符号分数采取一种新颖的视角，在认知心理学的关系结构框架内考虑它们，例如类比研究中研究的结构。我们通过检查关系推理领域一般测试（TORR Jr.）和由 194 年代各种类型的分数问题组成的分数知识测试的分数之间的关系，检验了关系推理能力对于分数推理很重要的假设。年级和145名五年级学生。我们发现，即使在控制两个年级的非语言智商和分数大小处理时，关系推理也是分数知识的重要预测因素。当控制二年级学生的整体数学知识和技能时，关系推理的影响仍然显着，但对于五年级学生来说则减弱了。这些发现表明，数学认知的这一重要子领域与关系推理紧密相关，并开启了针对关系推理的教学可能被证明是提高儿童分数技能的可行途径的可能性。