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Examining the Relevance of Basic Numerical Skills for Mathematical Achievement in Secondary School Using a Within-task Assessment Approach

Friederike BlumeThomas DreslerCaterina GawrilowAnn-Christine EhlisRichard GöllnerKorbinian Möller

出版	DIPF Leibniz Institut für Bildungsforschung und Bildungsinformation, 2021
URL	http://books.google.com.hk/books?id=3W5p0AEACAAJ&hl=&source=gbs_api

註釋Abstract: Previous research repeatedly found basic numerical abilities (e.g., magnitude understanding, arithmetic fact knowledge, etc.) to predict young students' current and later arithmetic achievement as assessed by achievement tests - even when controlling for the influence of domain-general abilities (e.g., intelligence, working memory). However, to the best of our knowledge, previous studies hardly addressed this issue in secondary school students. Additionally, they primarily assessed basic numerical abilities in a between-task approach (i.e., using different tasks for different abilities). Finally, their relevance for real-life academic outcomes such as mathematics grades has only rarely been investigated. The present study therefore pursued an approach using one and the same task (i.e., a within-task approach) to reduce confounding effects driven by between-task differences. In particular, we evaluated the relevance of i) number magnitude understanding, ii) arithmetic ...