The Role of Executive Attention in the Acquisition of Mathematical Skills for Children in Grades 2 through 4

Autor/inn/en	LeFevre, Jo-Anne; Berrigan, Lindsay; Vendetti, Corrie; Kamawar, Deepthi; Bisanz, Jeffrey; Skwarchuk, Sheri-Lynn; Smith-Chant, Brenda L.
Titel	The Role of Executive Attention in the Acquisition of Mathematical Skills for Children in Grades 2 through 4
Quelle	In: Journal of Experimental Child Psychology, 114 (2013) 2, S.243-261 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2012.10.005
Schlagwörter	Arithmetic; Number Concepts; Number Systems; Executive Function; Mathematics Education; Grade 2; Grade 3; Grade 4; Elementary School Students; Structural Equation Models; Short Term Memory; Correlation; Prediction; Measures (Individuals); Learning Processes; Role + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Number concept; Zahlbegriff; Number system; Zahlensystem; Mathematische Bildung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Kurzzeitgedächtnis; Korrelation; Vorhersage; Messdaten; Learning process; Lernprozess; Rollen
Abstract	We examined the role of executive attention, which encompasses the common aspects of executive function and executive working memory, in children's acquisition of two aspects of mathematical skill: (a) knowledge of the number system (e.g., place value) and of arithmetic procedures (e.g., multi-digit addition) and (b) arithmetic fluency (i.e., speed of solutions to simple equations such as 3 + 4 and 8 - 5). Children in Grades 2 and 3 (N = 157) completed executive attention and mathematical tasks. They repeated the mathematical tasks 1 year later. We used structural equation modeling to examine the relations between executive attention and (a) concurrent measures of mathematical knowledge and arithmetic fluency and (b) growth in performance on these measures 1 year later. Executive attention was concurrently predictive of both knowledge and fluency but predicted growth in performance only for fluency. A composite language measure predicted growth in knowledge from Grade 2 to Grade 3. The results support an important role for executive attention in children's acquisition of novel procedures and the development of automatic access to arithmetic facts. (Contains 2 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10