Cognition in Children's Mathematical Processing: Bringing Psychology to the Classroom

Autor/in	Witt, Marcus
Titel	Cognition in Children's Mathematical Processing: Bringing Psychology to the Classroom
Quelle	In: Electronic Journal of Research in Educational Psychology, 8 (2010) 3, S.945-970 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Short Term Memory; Memorization; Cognitive Processes; Mathematics Skills; Educational Psychology; Mathematical Logic; Comparative Analysis; Arithmetic; Computation; Phonology; Foreign Countries; Spatial Ability; Visual Perception; Matrices; Gender Differences; Elementary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Gedächtnistraining; Cognitive process; Kognitiver Prozess; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Erziehungspsychologie; Pädagogische Psychologie; Mathematical logics; Mathematische Logik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Fonologie; Ausland; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Matrizenrechnung; Geschlechterkonflikt
Abstract	Introduction: The cognitive processes that underpin successful mathematical processing in children have been well researched by experimental psychologists, but are not widely understood among teachers of primary mathematics. This is a shame, as an understanding of these cognitive processes could be highly useful to practitioners. This paper focuses on "working memory", a cognitive system responsible for the concurrent storage "and processing" of information, which has been shown to be highly important in children's mathematical processing. Method: This paper describes two experiments, both using a correlational design, undertaken with groups of 9 and 10 year old children. The first experiment compared performance on all elements of the Baddeley and Hitch working memory model with performance on simple addition and multiplication. The second experiment developed the first by taking a more detailed look at central executive functioning and comparing it with performance on addition and multiplication. Both experiments also looked at the children's predominant calculation strategy to see if there was any evidence that working memory performance affects strategy development. Results: Results from the first experiment suggested that addition and multiplication make different cognitive demands on children, with multiplication drawing more heavily on phonological working memory and addition drawing more heavily on executive processes. The second experiment suggests that the involvement of executive processes in multiplication may be in inhibiting incorrect answers, whereas in addition they are linked to the ability to maintain and process information concurrently. Discussion and Conclusion: The results are discussed in terms of their usefulness for classroom practitioners. (Contains 5 tables.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10