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- Publisher Website: 10.1016/j.jecp.2022.105579
- Scopus: eid_2-s2.0-85142671470
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Article: Cognitive predictors of children’s arithmetic principle understanding
Title | Cognitive predictors of children’s arithmetic principle understanding |
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Authors | |
Keywords | Arithmetic principles Cognitive predictors Mathematics achievement Multifaceted assessment |
Issue Date | 26-Nov-2022 |
Publisher | Elsevier |
Citation | Journal of Experimental Child Psychology, 2023, v. 227 How to Cite? |
Abstract | The understanding of arithmetic principles (APs) is an important component of our conceptual mathematical knowledge, but we have limited knowledge about how children acquire APs. The current study examined this issue through a longitudinal study with 273 Chinese fourth graders. These children were assessed on various cognitive capacities (e.g., verbal and visuospatial working memory, processing speed, inhibition skill, numerical magnitude representation) in Grade 4 as well as on their AP understanding using multifaceted assessment and their arithmetic competence in Grade 5. Results from structural equation modeling suggested that verbal memory and inhibition skill directly predicted AP understanding, which in turn predicted arithmetic competence. Visuospatial working memory predicted AP understanding through numerical magnitude representation. The findings allow researchers to better account for the individual differences in AP understanding. |
Persistent Identifier | http://hdl.handle.net/10722/331339 |
ISSN | 2023 Impact Factor: 1.8 2023 SCImago Journal Rankings: 1.082 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Wong, Terry Tin-Yau | - |
dc.date.accessioned | 2023-09-21T06:54:51Z | - |
dc.date.available | 2023-09-21T06:54:51Z | - |
dc.date.issued | 2022-11-26 | - |
dc.identifier.citation | Journal of Experimental Child Psychology, 2023, v. 227 | - |
dc.identifier.issn | 0022-0965 | - |
dc.identifier.uri | http://hdl.handle.net/10722/331339 | - |
dc.description.abstract | <p>The understanding of arithmetic principles (APs) is an important component of our conceptual mathematical knowledge, but we have limited knowledge about how children acquire APs. The current study examined this issue through a longitudinal study with 273 Chinese fourth graders. These children were assessed on various cognitive capacities (e.g., verbal and visuospatial working memory, processing speed, inhibition skill, numerical magnitude representation) in Grade 4 as well as on their AP understanding using multifaceted assessment and their arithmetic competence in Grade 5. Results from structural equation modeling suggested that verbal memory and inhibition skill directly predicted AP understanding, which in turn predicted arithmetic competence. Visuospatial working memory predicted AP understanding through numerical magnitude representation. The findings allow researchers to better account for the individual differences in AP understanding.<br></p> | - |
dc.language | eng | - |
dc.publisher | Elsevier | - |
dc.relation.ispartof | Journal of Experimental Child Psychology | - |
dc.subject | Arithmetic principles | - |
dc.subject | Cognitive predictors | - |
dc.subject | Mathematics achievement | - |
dc.subject | Multifaceted assessment | - |
dc.title | Cognitive predictors of children’s arithmetic principle understanding | - |
dc.type | Article | - |
dc.identifier.doi | 10.1016/j.jecp.2022.105579 | - |
dc.identifier.scopus | eid_2-s2.0-85142671470 | - |
dc.identifier.volume | 227 | - |
dc.identifier.eissn | 1096-0457 | - |
dc.identifier.isi | WOS:000892438500010 | - |
dc.identifier.issnl | 0022-0965 | - |