ERIC Number: EJ787139
Record Type: Journal
Publication Date: 2008-Feb
Reference Count: 0
Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?
Fuchs, Lynn S.; Fuchs, Douglas; Stuebing, Karla; Fletcher, Jack M.; Hamlett, Carol L.; Lambert, Warren
Journal of Educational Psychology, v100 n1 p30-47 Feb 2008
The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains, or neither domain; and measured on 9 cognitive dimensions. Difficulty occurred across domains with the same prevalence as difficulty with a single domain; specific difficulty was distributed similarly across domains. Multivariate profile analysis on cognitive dimensions and chi-square tests on demographics showed that specific computational difficulty was associated with strength in language and weaknesses in attentive behavior and processing speed; problem-solving difficulty was associated with deficient language as well as race and poverty. Implications for understanding mathematics competence and for the identification and treatment of mathematics difficulties are discussed.
Descriptors: Problem Solving, Geometric Concepts, Grade 3, Computation, Mathematics Skills, Elementary School Mathematics, Cognitive Processes, Incidence, Racial Differences, Poverty, Language Skills, Competence
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Authoring Institution: N/A
IES Cited: ED504995