Predicting Development of Mathematical Word Problem Solving across the Intermediate Grades

Autor/inn/en	Tolar, Tammy D.; Fuchs, Lynn; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Fletcher, Jack M.
Titel	Predicting Development of Mathematical Word Problem Solving across the Intermediate Grades
Quelle	In: Journal of Educational Psychology, 104 (2012) 4, S.1083-1093 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0029020
Schlagwörter	Thinking Skills; Language Skills; Problem Solving; Grade 3; Grade 5; Intermediate Grades; Word Problems (Mathematics); Behavior Patterns; Mathematics Education; Nonverbal Ability; Elementary Education; Equations (Mathematics); Computation; Grade 4; Mathematics Instruction; Correlation; Scores; Memory; Academic Achievement + Suchen Sie Ihr Suchwort? Denkfähigkeit; Language skill; Sprachkompetenz; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Mittelstufe; Textaufgabe; Mathematische Bildung; Elementarunterricht; Equations; Mathematics; Gleichungslehre; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Korrelation; Gedächtnis; Schulleistung
Abstract	This study addressed predictors of the development of word problem solving (WPS) across the intermediate grades. At beginning of 3rd grade, 4 cohorts of students (N = 261) were measured on computation, language, nonverbal reasoning skills, and attentive behavior and were assessed 4 times from beginning of 3rd through end of 5th grade on 2 measures of WPS at low and high levels of complexity. Language skills were related to initial performance at both levels of complexity and did not predict growth at either level. Computational skills had an effect on initial performance in low- but not high-complexity problems and did not predict growth at either level of complexity. Attentive behavior did not predict initial performance but did predict growth in low-complexity, whereas it predicted initial performance but not growth for high-complexity problems. Nonverbal reasoning predicted initial performance and growth for low-complexity WPS, but only growth for high-complexity WPS. This evidence suggests that although mathematical structure is fixed, different cognitive resources may act as limiting factors in WPS development when the WPS context is varied. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10