Development of Mathematical Knowledge in Young Children: Attentional Skill and the Use of Inversion

Autor/inn/en	Watchorn, Rebecca P. D.; Bisanz, Jeffrey; Fast, Lisa; LeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Smith-Chant, Brenda L.
Titel	Development of Mathematical Knowledge in Young Children: Attentional Skill and the Use of Inversion
Quelle	In: Journal of Cognition and Development, 15 (2014) 1, S.161-180 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2012.742899
Schlagwörter	Mathematics Skills; Skill Development; Computation; Attention Control; Correlation; Cognitive Ability; Elementary School Students; Foreign Countries; Computer Assisted Testing; Scores; Validity; Problem Solving; Statistical Analysis; Longitudinal Studies; Canada + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Aufmerksamkeitstest; Korrelation; Denkfähigkeit; Ausland; Gültigkeit; Problemlösen; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kanada
Abstract	The principle of "inversion," that a + b - b "must" equal a, is a fundamental property of arithmetic, but many children fail to apply it in symbolic contexts through 10 years of age. We explore three hypotheses relating to the use of inversion that stem from a model proposed by Siegler and Araya (2005). Hypothesis 1 is that greater calculational skill is related to greater use of inversion. Hypothesis 2 is that greater attentional skill is related to greater use of inversion. Hypothesis 3 is that the relation between attentional skill and the use of inversion is particularly strong among children with high skill in calculation. We found suggestive evidence for Hypothesis 2 and clear evidence for Hypothesis 3, indicating that for children who are strong at calculation, attentional flexibility is related to use of inversion. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10