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Cognitive and Numerosity Predictors of Mathematical Skills in Middle School

Paul T. CirinoTammy D. TolarLynn FuchsEmily Huston-Warren

出版	ERIC Clearinghouse, 2016
URL	http://books.google.com.hk/books?id=zIIdvwEACAAJ&hl=&source=gbs_api

註釋There is a strong research base on the underlying concomitants of early developing math skills. Fewer studies have focused on later developing skills. Here, we focused on direct and indirect contributions of cognitive measures (e.g., language, spatial skills, working memory) and numerosity measures, as well as arithmetic proficiency, on key outcomes of fraction performance, proportional reasoning, and broad mathematics achievement at sixth grade (N = 162) via path analysis. We expected a hierarchy of skill development, with predominantly indirect effects of cognitive factors via number and arithmetic. Results controlling for age showed that the combination of cognitive, number, and arithmetic variables cumulatively accounted for 38% to 44% of the variance in fractions, proportional reasoning, and broad mathematics. There was consistency across outcomes, with more proximal skills providing direct effects and with the effects of cognitive skills being mediated by number and by more proximal skills. Results support a hierarchical progression from domain-general cognitive processes through numerosity and arithmetic skills to proportional reasoning to broad mathematics achievement. [This article was published in "Journal of Experimental Child Psychology," v145 p95-119 May 2016.].