Improving Mathematics: An Examination of the Effects of Specific Cognitive Abilities on College-Age Students' Mathematics Achievement

Autor/inn/en	Taub, Gordon E.; Benson, Nicholas; Szente, Judit
Titel	Improving Mathematics: An Examination of the Effects of Specific Cognitive Abilities on College-Age Students' Mathematics Achievement
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 8 (2014) 2, Artikel 8 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Mathematics Achievement; Intelligence; College Students; Structural Equation Models; Cognitive Ability; Cognitive Tests; Intervention; Mathematics Instruction; Short Term Memory; Cognitive Processes; Teaching Methods; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Intelligenz; Klugheit; Collegestudent; Denkfähigkeit; Kognitiver Fähigkeitstest; Mathematics lessons; Mathematikunterricht; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated the effects of general intelligence and seven specific cognitive abilities on college-age students' mathematics achievement. The present investigation went beyond previous research by employing structural equation modeling. It also represents the first study to examine the direct and indirect effects of general and specific cognitive abilities, simultaneously, on the mathematics achievement of college-age students. A model developed using the Cattell-Horn-Carroll theory of intelligence was the theoretical model used in all analyses. Data from 1,054 college-age students who participated in the standardization of the Woodcock-Johnson III (Woodcock, McGrew, & Mather, 2001) were divided into a calibration sample set and validation sample set. The calibration data set was used for model testing and modification and the independent validation sample data set was used for model validation. The specific areas of intelligence demonstrating direct effects on the mathematics achievement dependent variable were Crystallized Intelligence and Fluid Reasoning. The effects of general intelligence were found to be "indirect" in the college-age sample. Implications for instruction and intervention to improve college student's mathematics achievement are provided. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01