Mathematics Performance of the Primary School Students: Attention and Shifting

Autor/inn/en	Poorghorban, Maryam; Jabbari, Susan; Chamandar, Fatemah
Titel	Mathematics Performance of the Primary School Students: Attention and Shifting
Quelle	In: Journal of Education and Learning, 7 (2018) 3, S.117-124 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Mathematics Achievement; Elementary School Students; Executive Function; Attention; Performance Based Assessment; Reading Comprehension; Mathematics Tests; Low Achievement; High Achievement; Children; Intelligence Tests; Abstract Reasoning; Cognitive Tests; Cognitive Ability; Attention Span; Measures (Individuals); Performance Tests; Control Groups; Experimental Groups; Foreign Countries; Grade 4; Statistical Analysis; Iran; Wechsler Intelligence Scale for Children; Wisconsin Card Sorting Test; Continuous Performance Test + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Aufmerksamkeit; Leistungsermittlung; Leseverstehen; Unterdurchschnittliche Leistung; Child; Kind; Kinder; Intelligence test; Intelligenztest; Abstraktes Denken; Denken; Kognitiver Fähigkeitstest; Denkfähigkeit; Messdaten; Leistungsbeurteilung; Leistungsmessung; Leistungsüberprüfung; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Statistische Analyse
Abstract	The purpose of this study was to understand the relationship between executive functions and mathematical abilities to determine the contribution of these functions to math performance. In this study, 30 students were selected from among 4th graders of elementary school, in two groups with low achievement in mathematics (poor) and high achievement in mathematics (strong), such that their IQ and reading ability were as close as possible. These groups were measured and compared in terms of attention by means of continuous performance test and shifting by means of Wisconsin Card Sorting Test. The ANOVA and t-test showed that the low-achieving group stood significantly lower than the high-achieving group in shifting, which mirrors the effect of this function in math performance of the students. However, there was no significant difference between the two groups in terms of attention. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01