Knowing, Applying, and Reasoning about Arithmetic: Roles of Domain-General and Numerical Skills in Multiple Domains of Arithmetic Learning

Autor/inn/en	Zhang, Xiao; Räsänen, Pekka; Koponen, Tuire; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik
Titel	Knowing, Applying, and Reasoning about Arithmetic: Roles of Domain-General and Numerical Skills in Multiple Domains of Arithmetic Learning
Quelle	In: Developmental Psychology, 53 (2017) 12, S.2304-2318 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000432
Schlagwörter	Arithmetic; Mathematics Instruction; Mathematical Logic; Short Term Memory; Foreign Countries; Spatial Ability; Visualization; Multivariate Analysis; Regression (Statistics); Preadolescents; Children; Early Childhood Education; Kindergarten; Grade 4; Finland + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Kurzzeitgedächtnis; Ausland; Räumliches Vorstellungsvermögen; Visualisation; Visualisierung; Multivariate Analyse; Regression; Regressionsanalyse; Pre-adolescence; Präadoleszenz; Child; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 04; 4. Schuljahr; Schuljahr 04; Finnland
Abstract	The longitudinal relations of domain-general and numerical skills at ages 6-7 years to 3 cognitive domains of arithmetic learning, namely knowing (written computation), applying (arithmetic word problems), and reasoning (arithmetic reasoning) at age 11, were examined for a representative sample of 378 Finnish children. The results showed that domain-general skills, including spatial visualization, language, rapid automatized naming, and working memory, contributed independently to arithmetic learning. These relations were mostly mediated via basic number competence (i.e., counting sequence and number system knowledge), although spatial visualization remained predictive of arithmetic outcomes. The findings underscore a similar developmental course of arithmetic learning across different cognitive domains where domain-general skills build a launchpad for advanced arithmetic via enhancing basic number competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01