The Roles of Arithmetic Fluency and Executive Functioning in Mathematical Problem-Solving

Autor/inn/en	Kaskens, Jarise; Goei, Sui Lin; Van Luit, Johannes E. H.; Verhoeven, Ludo; Segers, Eliane
Titel	The Roles of Arithmetic Fluency and Executive Functioning in Mathematical Problem-Solving
Quelle	In: Elementary School Journal, 123 (2022) 2, S.271-291 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/721771
Schlagwörter	Mathematics Instruction; Elementary School Mathematics; Arithmetic; Mathematics Skills; Executive Function; Spatial Ability; Attention; Cognitive Processes; Inhibition; Grade 4; Elementary School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Räumliches Vorstellungsvermögen; Aufmerksamkeit; Cognitive process; Kognitiver Prozess; Hemmung; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This study is conducted to further understand the direct and indirect contributions of executive functioning (visuospatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the growth in mathematical problem-solving during grade 4 was analyzed, only arithmetic fluency directly and strongly contributed to students' problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to mathematical problem-solving at the end of grade 4 via their arithmetic fluency. Arithmetic fluency plays a critical role and continues to do this in mathematical problem-solving. Furthermore, a decline in importance for visuospatial and verbal updating and increasing importance of inhibition and shifting (combined with inhibition) were found with regard to students' ability to solve mathematical problems during grade 4. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01