Cognitive Skills Used to Solve Mathematical Word Problems and Numerical Operations: A Study of 6- to 7-Year-Old Children

Autor/inn/en	Bjork, Isabel Maria; Bowyer-Crane, Claudine
Titel	Cognitive Skills Used to Solve Mathematical Word Problems and Numerical Operations: A Study of 6- to 7-Year-Old Children
Quelle	In: European Journal of Psychology of Education, 28 (2013) 4, S.1345-1360 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-012-0169-7
Schlagwörter	Young Children; Word Problems (Mathematics); Problem Solving; Mathematics Skills; Arithmetic; Multiplication; Addition; Subtraction; Reading Skills; Reading Comprehension; Verbal Ability; Phonological Awareness; Hypothesis Testing; Cognitive Processes + Suchen Sie Ihr Suchwort? Frühe Kindheit; Textaufgabe; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Multiplikation; Subtraktion; Reading skill; Lesefertigkeit; Leseverstehen; Mündliche Leistung; Hypothesenprüfung; Hypothesentest; Cognitive process; Kognitiver Prozess
Abstract	This study investigates the relationship between skills that underpin mathematical word problems and those that underpin numerical operations, such as addition, subtraction, division and multiplication. Sixty children aged 6-7 years were tested on measures of mathematical ability, reading accuracy, reading comprehension, verbal intelligence and phonological awareness, using a mix of standardised and experimenter-designed tests. The experimental hypothesis was that mathematical word problems will call upon cognitive skills that are different and additional to those required by numerical operations, in particular verbal ability and reading comprehension, while phonological awareness and reading accuracy will be associated with both types of mathematical problems. The hypothesis is partly affirmed and partly rejected. Reading comprehension was found to predict performance on mathematical word problems and not numerical operations, and phonological awareness was found to predict performance on both types of mathematics. However, the predictive value of verbal ability and reading accuracy was found to be non-significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10