Calculation and Word Problem-Solving Skills in Primary Grades--Impact of Cognitive Abilities and Longitudinal Interrelations with Task-persistent Behaviour

Autor/inn/en	Jõgi, Anna-Liisa; Kikas, Eve
Titel	Calculation and Word Problem-Solving Skills in Primary Grades--Impact of Cognitive Abilities and Longitudinal Interrelations with Task-persistent Behaviour
Quelle	In: British Journal of Educational Psychology, 86 (2016) 2, S.165-181 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12096
Schlagwörter	Word Problems (Mathematics); Problem Solving; Nonverbal Ability; Structural Equation Models; Computation; Executive Function; Primary Education; Elementary School Students; Foreign Countries; Mathematics Skills; Longitudinal Studies; Language Skills; Persistence; Task Analysis; Prediction; Gender Differences; Mothers; Educational Attainment; Metacognition; Teaching Methods; Skill Development; Estonia + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Primarbereich; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language skill; Sprachkompetenz; Ausdauer; Aufgabenanalyse; Vorhersage; Geschlechterkonflikt; Mother; Mutter; Bildungsabschluss; Bildungsgut; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Estland
Abstract	Background: Primary school math skills form a basis for academic success down the road. Different math skills have different antecedents and there is a reason to believe that more complex math tasks require better self-regulation. Aims: The study aimed to investigate longitudinal interrelations of calculation and problem-solving skills, and task-persistent behaviour in Grade 1 and Grade 3, and the effect of non-verbal intelligence, linguistic abilities, and executive functioning on math skills and task persistence. Sample: Participants were 864 students (52.3% boys) from 33 different schools in Estonia. Methods Students were tested twice--at the end of Grade 1 and at the end of Grade 3. Calculation and problem-solving skills, and teacher-rated task-persistent behaviour were measured at both time points. Non-verbal intelligence, linguistic abilities, and executive functioning were measured in Grade 1. Results: Cross-lagged structural equation modelling indicated that calculation skills depend on previous math skills and linguistic abilities, while problem-solving skills require also non-verbal intelligence, executive functioning, and task persistence. Task-persistent behaviour in Grade 3 was predicted by previous problem-solving skills, linguistic abilities, and executive functioning. Gender and mother's educational level were added as covariates. Conclusions: The findings indicate that math skills and self-regulation are strongly related in primary grades and that solving complex tasks requires executive functioning and task persistence from children. Findings support the idea that instructional practices might benefit from supporting self-regulation in order to gain domain-specific, complex skill achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01