The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge

Autor/inn/en	Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D.
Titel	The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge
Quelle	In: Developmental Psychology, 52 (2016) 12, S.2085-2098 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000227
Schlagwörter	Knowledge Level; Mathematics Skills; Word Problems (Mathematics); Problem Solving; Computation; Cognitive Processes; Numeracy; Grade 2; Elementary School Students; Grade 4; Path Analysis; Reading Comprehension; Algebra; Elementary School Mathematics; Hypothesis Testing; Achievement Tests; Diagnostic Tests; Reading Tests; Standardized Tests; Intelligence Tests; Iowa Tests of Basic Skills; Wechsler Intelligence Scales Short Forms; Wide Range Achievement Test; Woodcock Diagnostic Reading Battery; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Textaufgabe; Problemlösen; Cognitive process; Kognitiver Prozess; Rechenkompetenz; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Pfadanalyse; Leseverstehen; Elementare Mathematik; Schulmathematik; Hypothesenprüfung; Hypothesentest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Diagnostic test; Diagnostischer Test; Lesetest; Standadised tests; Standardisierter Test; Intelligence test; Intelligenztest
Abstract	The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation fluency at end of Grade 2; and prealgebraic knowledge and word-problem solving at end of Grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than prealgebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students' foundational mathematics skills or cognitive processes. [For the full-text Grantee submission, see ED570278.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01