Mathematics Learning Development: The Role of Long-Term Retrieval

Autor/inn/en	Calderón-Tena, Carlos O.; Caterino, Linda C.
Titel	Mathematics Learning Development: The Role of Long-Term Retrieval
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 7, S.1377-1385 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9655-0
Schlagwörter	Mathematics Instruction; Long Term Memory; Problem Solving; Mathematics Achievement; Elementary School Students; Middle School Students; High School Students; Short Term Memory; Structural Equation Models; Comparative Analysis; Computation; Mathematics Skills; Arithmetic; Elementary School Mathematics; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Langzeitgedächtnis; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Kurzzeitgedächtnis; Mathematics ability; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik
Abstract	This study assessed the relation between long-term memory retrieval and mathematics calculation and mathematics problem solving achievement among elementary, middle, and high school students in nationally representative sample of US students, when controlling for fluid and crystallized intelligence, short-term memory, and processing speed. As hypothesized, structural equation modeling comparing elementary school students and middle and high school students revealed that long-term retrieval skills became a better predictor of both mathematics calculation and mathematics problem solving as age and grade increased. Future research should focus on the effectiveness of interventions to improve long-term retrieval skills in general, and arithmetic facts retrieval and problem solving procedures in particular, at all grades, including high school. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01