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Autor/inn/en | Xu, Chang; LeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Di Lonardo Burr, Sabrina; Lafay, Anne; Wylie, Judith; Osana, Helena P.; Douglas, Heather; Maloney, Erin A.; Simms, Victoria |
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Titel | Individual Differences in the Development of Children's Arithmetic Fluency from Grades 2 to 3 |
Quelle | In: Developmental Psychology, 57 (2021) 7, S.1067-1079 (13 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Xu, Chang) ORCID (LeFevre, Jo-Anne) ORCID (Skwarchuk, Sheri-Lynn) ORCID (Di Lonardo Burr, Sabrina) ORCID (Lafay, Anne) ORCID (Wylie, Judith) ORCID (Osana, Helena P.) ORCID (Douglas, Heather) ORCID (Maloney, Erin A.) ORCID (Simms, Victoria) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
DOI | 10.1037/dev0001220 |
Schlagwörter | Foreign Countries; Arithmetic; Mathematics Skills; Age Differences; Elementary School Students; Grade 2; Grade 3; Addition; Multiplication; Subtraction; Number Concepts; Cognitive Ability; Word Problems (Mathematics); Problem Solving; Algebra; Measurement; Predictor Variables; Learning Processes; Associative Learning; Canada Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Multiplikation; Subtraktion; Number concept; Zahlbegriff; Denkfähigkeit; Textaufgabe; Problemlösen; Messverfahren; Prädiktor; Learning process; Lernprozess; Kanada |
Abstract | In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All families were English-speaking, and parent education levels ranged from high school to postgraduate, with a median of community college. In Grade 2, children completed general cognitive tasks (i.e., receptive vocabulary, working memory, nonverbal reasoning, and inhibitory control). In both grades, children completed single-digit addition and complementary subtraction problems. In Grade 3, they completed single-digit multiplication problems and measures of applied mathematics, specifically, word-problem solving, algebra, and measurement. We found that addition and subtraction were reciprocally related (controlling for cognitive skills). Subtraction fluency predicted multiplication in Grade 3, whereas addition fluency did not. In Grade 3, both subtraction and multiplication fluency were predictors of applied mathematics, with multiplication partially mediating the relation between subtraction and applied mathematics performance. These findings support the view that learning arithmetic associations is a hierarchical process. As students practice each new skill, individual differences reflect the integration of the novel component into the developing associative network. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |