The Role of Cognitive Factors in Year Five Pupils' Algebraic Thinking: A Structural Equation Modelling Analysis

Autor/in	Somasundram, Piriya
Titel	The Role of Cognitive Factors in Year Five Pupils' Algebraic Thinking: A Structural Equation Modelling Analysis
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 1, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Elementary School Students; Elementary School Mathematics; Mathematics Skills; Algebra; Cognitive Processes; Thinking Skills; Arithmetic; Number Concepts; Symbols (Mathematics); Mathematics Instruction; Generalization; Pattern Recognition; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Number concept; Zahlbegriff; Mathematics lessons; Mathematikunterricht; Mustererkennung
Abstract	Algebraic thinking in children can bridge the cognitive gap between arithmetic and algebra. This quantitative study aimed to develop and test a cognitive model that examines the cognitive factors influencing algebraic thinking among Year Five pupils. A total of 720 Year Five pupils from randomly selected national schools in Malaysia participated in this study. Two mathematics instruments were used to evaluate the participants' number, symbol, operation, and pattern senses and their algebraic thinking respectively. Data was analysed using a structural equation modelling and Partial Least Squares regression. The results indicated that the proposed cognitive factors influence algebraic thinking significantly, with the most influential factor being symbol sense followed by pattern sense, number sense, and operation sense. The finding implies that educators should consider implementing activities related to these cognitive factors when teaching mathematics to enhance the pupils' transition from arithmetic to algebra. (As Provided).
Anmerkungen	Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01