Cirino, Paul T.2017-07-172017-07-17May 20172017-05May 2017http://hdl.handle.net/10657/1892There has been much research into the predictors of early mathematics. In contrast, less information is available about how such predictors inform later skills such as algebra. Algebra is an important “gateway” to higher order mathematics, which is relevant given the increasing demand for workers in the STEM (Science, Technology, Engineering, and Math) fields. The present study investigates the role of both domain general and domain specific skills (including earlier developing math skills) for algebra. We focus on working memory, and magnitude processes (comparison and estimation), and contextualize their impact with fractions performance in 9th graders (n = 90). Fraction number line and fraction competency were found to predict end of year algebra performance as well as change across the 9th grade year in algebra performance. Working memory did not show a significant relationship to algebra performance. This study highlights the role that rational number skills play in the development and growth of later developing math skills.application/pdfengThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).Working memoryMagnitude ProcessesAlgebra2017-07-17Thesisborn digital