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Fraction knowledge and algebraic skill are closely linked. Algebra is a gatekeeper for advanced courses (Booth Newton, 2012; Brown Quinn, 2007). This study uses the person-centered approach of latent profile analysis to examine individual differences in middle schoolers' (N = 35 algebra performance at the end of the year (EOY). The relative importance of a range of fraction skills is considered in predicting the likelihood of displaying a particular profile of EOY algebra knowledge, measured by feature knowledge, equation e
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