Sketching is often a helpful strategy for solving science problems. We examined the role of visuo-spatial working memoryand sketching in predicting science problem solving accuracy. Sketches were coded for quality based on whether theyincluded elements and relationships in the sketches. Regression analyses were done regressing working memory onto science problem solving. A mediation analysis was also conducted to determine whether sketch quality mediated therelationship between working memory and science accuracy. Findings are discussed in terms off implications for educationand classroom instruction.

Recent studies have established that students knowledge about fractions is predictive of their readiness, performance, andlearning in Algebra (Booth & Newton, 2012; Booth, Newton, & Twiss-Garrity, 2013). However, it is yet unknown whetherthe relationship between fractions and algebra is causal; that is, would improving students’ knowledge of fractions causeimprovements in their ability to perform in and learn Algebra? The present study examines the impact of improvingfraction computation and fraction magnitude knowledge in real world classrooms on middle school students’ learningof key concepts and problem-solving techniques in Algebra. Individual differences in the impact of improved fractionknowledge will also be investigated and discussed.