ERIC Number: EJ1100028
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 42
Mathematical Development: The Role of Broad Cognitive Processes
Calderón-Tena, Carlos O.
Educational Psychology in Practice, v32 n2 p107-121 2016
This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. Four hundred and forty-seven students (age mean [M] = 10.23 years, 73% boys and 27% girls) from an elementary school district in the US southwest participated. Structural equation modelling tests indicated that calculation complexity was predicted by long-term retrieval and working memory; calculation fluency was predicted by perceptual processing speed, phonetic coding, and visual processing; problem solving was predicted by fluid reasoning, crystallised knowledge, working memory, and perceptual processing speed. Younger students' problem solving skills were more strongly associated with fluid reasoning skills, relative to older students. Conversely, older students' problem solving skills were more strongly associated with crystallised knowledge skills, relative to younger students. Findings are consistent with the theoretical suggestion that broad cognitive processes play specific roles in the development of mathematical skills among children and adolescents. Implications for educational psychologists are discussed.
Descriptors: Mathematics Education, Mathematics Skills, Cognitive Processes, Elementary School Students, Structural Equation Models, Computation, Difficulty Level, Prediction, Information Retrieval, Recall (Psychology), Short Term Memory, Phonetics, Coding, Abstract Reasoning, Thinking Skills, Age Differences, Skill Development, Intelligence, Hypothesis Testing, Problem Solving, Urban Schools, Psychoeducational Methods, Special Education, Cognitive Tests, Cognitive Ability, Achievement Tests, Children, Adolescents, Statistical Significance
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability