Literaturnachweis - Detailanzeige
Autor/inn/en | Holmes, Joni; Adams, John |
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Titel | Working Memory and Children's Mathematical Skills: Implications for Mathematical Development and Mathematics Curricula |
Quelle | In: Educational Psychology, 26 (2006) 3, S.339-366 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-3410 |
Schlagwörter | Foreign Countries; Mathematics Tests; Memory; Mathematics Skills; Elementary School Students; Student Evaluation; Mathematics Achievement; Age Differences; Spatial Ability; United Kingdom (England) |
Abstract | This study examined the contributions of the different components of the working memory (WM) model to a range of mathematical skills in children, using measures of WM function that did not involve numerical stimuli. A sample of 148 children (78 Year 3, mean age 8 years and 1 month, and 70 Year 5 pupils, mean age 9 years and 10 months) completed WM measures and age-appropriate mathematics tests designed to assess four mathematical skills defined by the National Curriculum for England. Visuo-spatial sketchpad and central executive, but not phonological loop, scores predicted unique variance in children's curriculum-based mathematical attainment but the relative contributions of each component did not vary much across the different skills. Subsequently, the mathematics data were re-analysed using cluster analysis and new performance-related mathematics factors were derived. All three components of WM predicted unique variance in these performance-related skills, but revealed a markedly distinct pattern of associations across the two age groups. In particular, the data indicated a stronger role for the visuo-spatial sketchpad in the younger children's mathematics performance. Our findings in terms of the importance of WM in the development of early mathematical ability. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |