Cognitive and Numerosity Predictors of Mathematical Skills in Middle School

Autor/inn/en	Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S.; Huston-Warren, Emily
Titel	Cognitive and Numerosity Predictors of Mathematical Skills in Middle School
Quelle	145 (2016), S.95-119 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1016/j.jecp.2015.12.010
Schlagwörter	Mathematics Skills; Fractions; Grade 6; Middle School Students; Logical Thinking; Mathematics Achievement; Path Analysis; Predictor Variables; Cognitive Processes; Skill Development; Numbers; Intelligence Tests; Multiple Regression Analysis; Wechsler Intelligence Scales Short Forms + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bruchrechnung; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathematical ability; Pfadanalyse; Prädiktor; Cognitive process; Kognitiver Prozess; Kompetenzentwicklung; Qualifikationsentwicklung; Zahlenraum; Intelligence test; Intelligenztest
Abstract	There is a strong research base on the underlying concomitants of early developing math skills. Fewer studies have focused on later developing skills. Here, we focused on direct and indirect contributions of cognitive measures (e.g., language, spatial skills, working memory) and numerosity measures, as well as arithmetic proficiency, on key outcomes of fraction performance, proportional reasoning, and broad mathematics achievement at sixth grade (N = 162) via path analysis. We expected a hierarchy of skill development, with predominantly indirect effects of cognitive factors via number and arithmetic. Results controlling for age showed that the combination of cognitive, number, and arithmetic variables cumulatively accounted for 38% to 44% of the variance in fractions, proportional reasoning, and broad mathematics. There was consistency across outcomes, with more proximal skills providing direct effects and with the effects of cognitive skills being mediated by number and by more proximal skills. Results support a hierarchical progression from domain-general cognitive processes through numerosity and arithmetic skills to proportional reasoning to broad mathematics achievement. [This article was published in "Journal of Experimental Child Psychology," v145 p95-119 May 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01