Individual Differences in the Development of Children's Arithmetic Fluency from Grades 2 to 3

Autor/inn/en	Xu, Chang; LeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Di Lonardo Burr, Sabrina; Lafay, Anne; Wylie, Judith; Osana, Helena P.; Douglas, Heather; Maloney, Erin A.; Simms, Victoria
Titel	Individual Differences in the Development of Children's Arithmetic Fluency from Grades 2 to 3
Quelle	In: Developmental Psychology, 57 (2021) 7, S.1067-1079 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Chang) ORCID (LeFevre, Jo-Anne) ORCID (Skwarchuk, Sheri-Lynn) ORCID (Di Lonardo Burr, Sabrina) ORCID (Lafay, Anne) ORCID (Wylie, Judith) ORCID (Osana, Helena P.) ORCID (Douglas, Heather) ORCID (Maloney, Erin A.) ORCID (Simms, Victoria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001220
Schlagwörter	Foreign Countries; Arithmetic; Mathematics Skills; Age Differences; Elementary School Students; Grade 2; Grade 3; Addition; Multiplication; Subtraction; Number Concepts; Cognitive Ability; Word Problems (Mathematics); Problem Solving; Algebra; Measurement; Predictor Variables; Learning Processes; Associative Learning; Canada + Suchen Sie Ihr Suchwort? Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Multiplikation; Subtraktion; Number concept; Zahlbegriff; Denkfähigkeit; Textaufgabe; Problemlösen; Messverfahren; Prädiktor; Learning process; Lernprozess; Kanada
Abstract	In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All families were English-speaking, and parent education levels ranged from high school to postgraduate, with a median of community college. In Grade 2, children completed general cognitive tasks (i.e., receptive vocabulary, working memory, nonverbal reasoning, and inhibitory control). In both grades, children completed single-digit addition and complementary subtraction problems. In Grade 3, they completed single-digit multiplication problems and measures of applied mathematics, specifically, word-problem solving, algebra, and measurement. We found that addition and subtraction were reciprocally related (controlling for cognitive skills). Subtraction fluency predicted multiplication in Grade 3, whereas addition fluency did not. In Grade 3, both subtraction and multiplication fluency were predictors of applied mathematics, with multiplication partially mediating the relation between subtraction and applied mathematics performance. These findings support the view that learning arithmetic associations is a hierarchical process. As students practice each new skill, individual differences reflect the integration of the novel component into the developing associative network. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01