The Roles of Arithmetic Fluency and Executive Functioning in Mathematical Problem-Solving

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2022-10-05 DOI:10.1086/721771

J. Kaskens, S. L. Goei, J. V. Van Luit, L. Verhoeven, E. Segers

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引用次数: 3

Abstract

This study is conducted to further understand the direct and indirect contributions of executive functioning (visuospatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the growth in mathematical problem-solving during grade 4 was analyzed, only arithmetic fluency directly and strongly contributed to students’ problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to mathematical problem-solving at the end of grade 4 via their arithmetic fluency. Arithmetic fluency plays a critical role and continues to do this in mathematical problem-solving. Furthermore, a decline in importance for visuospatial and verbal updating and increasing importance of inhibition and shifting (combined with inhibition) were found with regard to students’ ability to solve mathematical problems during grade 4.

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算术流畅性和执行功能在数学问题解决中的作用

本研究旨在进一步了解执行功能(视觉空间更新、言语更新、抑制、移位)和算术流畅性对458名四年级学生数学问题解决的直接和间接贡献。算术流畅性、视觉空间和语言更新是四年级学生数学解决问题的显著预测因子。当分析四年级数学解决问题能力的增长时，只有算术流畅性对四年级学生解决问题的能力有直接和强烈的贡献。在四年级结束时，抑制和转移(与抑制结合)通过数学流畅性与数学解决问题间接相关。算术流畅性在数学问题解决中起着至关重要的作用。此外，在四年级学生解决数学问题的能力方面，视觉空间和语言更新的重要性有所下降，而抑制和转移(结合抑制)的重要性有所增加。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

期刊介绍： The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.