Cognitive Correlates of Math Skills in Third-Grade Students

Autor/inn/en	Mannamaa, Mairi; Kikas, Eve; Peets, Katlin; Palu, Anu
Titel	Cognitive Correlates of Math Skills in Third-Grade Students
Quelle	In: Educational Psychology, 32 (2012) 1, S.21-44 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2011.621713
Schlagwörter	Structural Equation Models; Phonological Awareness; Problem Solving; Short Term Memory; Mathematics Skills; Cognitive Ability; Mathematics Achievement; Correlation; Grade 3; Elementary School Students; Factor Analysis; Multivariate Analysis; Verbal Ability; Prediction; Learning Processes; Learning Problems + Suchen Sie Ihr Suchwort? Problemlösen; Kurzzeitgedächtnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Mathmatics sikills; Mathematical ability; Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; Faktorenanalyse; Multivariate Analyse; Mündliche Leistung; Vorhersage; Learning process; Lernprozess; Lernproblem
Abstract	Math achievement is not a unidimensional construct but includes different skills that require different cognitive abilities. The focus of this study was to examine associations between a number of cognitive abilities and three domains of math skills (knowing, applying and problem solving) simultaneously in a multivariate framework. Participants were 723 third-grade children (mean age = 9.07) from 28 elementary schools. Confirmatory factor analyses with binary indicators showed that a four-factor model of math skills (Knowing-Recalling, Knowing-Computing, Applying and Problem Solving) and a nine-factor model of cognitive abilities (Nonverbal and Verbal Reasoning, Verbal Concepts, Planning, Visuo-Spatial Working Memory (WM), two types of Verbal WM, Phonological Awareness and Phonological WM) fit the data well. Results from structural equation modelling showed that verbal reasoning and verbal concepts were most consistently associated with math knowing and problem solving domains. Verbal concepts contributed also to the math applying domain. In addition, simultaneous processing of verbal WM predicted problem solving skills in math. The results can be used in supporting the learning process of students with difficulties in math. (Contains 2 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10