COGNITIVE SKILLS AS PREDICTORS OF ARITHMETIC ACHIEVEMENT OF 3th AND 4th GRADERS

Educacao em Revista Pub Date : 2023-01-01 DOI:10.1590/0102-469836538t

Camila Peres Nogues, Fábio Dos Santos Jardim, Elielson Magalhães Lima, Beatriz Vargas Dorneles

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Abstract

ABSTRACT: This article presents a study that aimed to identify general and specific cognitive skills as predictors of arithmetic achievement. Through a quantitative analysis, we evaluated 127 students in the 3rd and 4th grades on the following skills: working memory, phonemic awareness, reading comprehension, number transcoding, number line estimation, and quantitative reasoning. We assessed these cognitive skills in two moments, at the beginning and the end of the school year. In this second moment, we also assessed the students' arithmetic achievement. The results specifically indicated a direct influence of number transcoding, quantitative reasoning, and phonemic awareness on arithmetic performance. In addition, the findings showed that number transcoding is a mediator in the relation between quantitative reasoning and phonemic awareness with arithmetic performance. Thus, we emphasize the importance of general and specific skills for students' arithmetic performance. Furthermore, we highlight the prioritization of teaching based on the understanding of the number system and the relations between amounts (quantitative reasoning) for arithmetic learning, as well as for preventing future mathematical difficulties.

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认知技能对三、四年级学生算术成绩的预测作用

摘要:本文介绍了一项旨在确定一般和特定认知技能作为算术成绩预测因子的研究。通过定量分析，我们对127名三、四年级学生的工作记忆、音位意识、阅读理解、数字转码、数字线估计和定量推理能力进行了评估。我们在学年开始和结束的两个时刻评估了这些认知技能。在这第二个时刻，我们也评估了学生的算术成绩。结果特别指出，数字转码、定量推理和音位意识对算术表现有直接影响。此外，数字转码在数量推理和音位意识与算术成绩之间的关系中起中介作用。因此，我们强调一般技能和特殊技能对学生算术成绩的重要性。此外，我们强调了基于对数字系统和数量之间关系(定量推理)的理解的教学优先级，以进行算术学习，以及防止未来的数学困难。

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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Educacao em Revista

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审稿时长

24 weeks