I will present a longitudinal study in two steps. The first step is about the measures, how we analysed whether the measures designed to evaluate two precursors of fractions learning can be treated as two different measures by examining: (1) the factor structure of the measures, (2) whether the factor structure is invariant over time, and (3) if it is independent from non-verbal ability. The second step assessed which of these two precursors shows greater impact on learning fractions. Children were assessed when fractions had not been presented formally at school in England and 12 months later, at the end of Year 5 and after receiving formal instruction about fractions in school, participants answered a sample of items from a standardised Fractions test (CSMS Fractions) (Hart et al 1985). Results showed which of the two precursors showed greater impact on learning fractions.

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