دورية أكاديمية
The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge
| العنوان: | The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge |
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| اللغة: | English |
| المؤلفون: | Fuchs, Lynn S., Gilbert, Jennifer K., Powell, Sarah R., Cirino, Paul T., Fuchs, Douglas, Hamlett, Carol L., Seethaler, Pamela M., Tolar, Tammy D. |
| المصدر: | Developmental Psychology. Dec 2016 52(12):2085-2098. |
| الإتاحة: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.orgTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2016 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Institute of Education Sciences (ED) |
| Contract Number: | R01HD053714 R24HD075443 HD15052 R305A110067 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 2 Primary Education Early Childhood Education Grade 4 Intermediate Grades |
| الواصفات: | Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving, Computation, Cognitive Processes, Numeracy, Grade 2, Elementary School Students, Grade 4, Path Analysis, Reading Comprehension, Algebra, Elementary School Mathematics, Hypothesis Testing, Achievement Tests, Diagnostic Tests, Reading Tests, Standardized Tests, Intelligence Tests |
| معرفات التقييم و الدراسة: | Iowa Tests of Basic Skills, Wechsler Intelligence Scales Short Forms, Wide Range Achievement Test, Woodcock Diagnostic Reading Battery, Woodcock Johnson Tests of Achievement |
| DOI: | 10.1037/dev0000227 |
| تدمد: | 0012-1649 |
| مستخلص: | The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation fluency at end of Grade 2; and prealgebraic knowledge and word-problem solving at end of Grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than prealgebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students' foundational mathematics skills or cognitive processes. [For the full-text Grantee submission, see ED570278.] |
| Abstractor: | As Provided |
| Number of References: | 65 |
| IES Funded: | Yes |
| Entry Date: | 2016 |
| رقم الانضمام: | EJ1121226 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0012-1649 |
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| DOI: | 10.1037/dev0000227 |