Children’s With Different Profiles Of Direction Of Effect Understanding Demonstrated Different Levels Of Mathematics Achievement

Abstract

Research on understanding of direction of effect (an arithmetic principle) remains scarce, and very few studies have examined the DE understanding using multifaceted assessment The current study aimed at identifying different profiles of DE understanding through using different measures (i e evaluation of examples, recognition, and application of procedures) and examining if children with different DE understanding profiles demonstrated different levels of mathematics achievement Grade 4 to 6 students n 110 from local primary schools were assessed on DE understanding using the three distinct measures, in addition to their standardized mathematics achievement The latent profile analysis using the three DE measures revealed four classes of children with different DE profiles The subsequent ANCOVA, after controlling for grade, intelligence, and the numerical magnitude understanding of whole numbers and fractions, highlighted that students who were able to recognize the DE principle in its algebraic form significantly outperformed their lower performing peers in mathematics achievement The current findings reveal that most primary school students have at least some understanding of DE principle, and the understanding is associated to their mathematics achievement