An Exploration of the Relationships among Cattell-Horn-Carroll (CHC) Theory-Aligned Cognitive Abilities and Math Fluency

Autor/in	Piselli, Katherine D.
Titel	An Exploration of the Relationships among Cattell-Horn-Carroll (CHC) Theory-Aligned Cognitive Abilities and Math Fluency
Quelle	(2017), (111 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Duquesne University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-0319-4
Schlagwörter	Hochschulschrift; Dissertation; Cognitive Ability; Mathematics Achievement; Intelligence; Mathematics Instruction; Teaching Methods; Problem Solving; Mathematics Skills; Path Analysis; Models; Cognitive Tests; Arithmetic; Computation; Elementary Secondary Education; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Denkfähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Intelligenz; Klugheit; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Mathematics ability; Pfadanalyse; Analogiemodell; Kognitiver Fähigkeitstest; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	Math fluency, which refers to the ability to solve single digit arithmetic problems quickly and accurately, is a foundational mathematical skill. Recent research has examined the role of phonological processing, executive control, and number sense in explaining differences in math fluency performance in school-aged children. Identifying the links between these cognitive abilities and math fluency skills has important implications for screening, assessment, and intervention efforts in schools. As extant mathematics research in the context of Cattell-Horn-Carroll (CHC) theory has evaluated either broad mathematics performance or math calculation skills, little is known about the specific relationships between math fact fluency and broad and narrow cognitive abilities. The present study investigated the relationships among Math Fact Fluency performance and the CHC theory-aligned broad and narrow cognitive abilities using a child-age subset of the Woodcock Johnson IV standardization sample. Results of the path analyses indicated that General Intellectual Ability (GIA) exhibited significant direct and indirect effects on Math Fact Fluency performance. With regard to broad cognitive abilities, Processing Speed had the greatest direct effect on Math Fact Fluency. Likewise, in the narrow abilities model, Perceptual Speed was most related to Math Fact Fluency, after accounting for GIA. Contrary to initial hypotheses, Working Memory, Phonetic Coding, and Attentional Control did not significantly contribute to Math Fact Fluency. Finally, the inclusion of Math Problem Solving within the cognitive abilities model resulted in a moderate direct effect on Math Fact Fluency performance. These findings are discussed in terms of directions for future research as well as implications for clinicians and educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01