We explored the mediating role of prior knowledge on the relation between intelligence and learning proportional reasoning. What students gain from formal instruction may depend on their intelligence, as well as on prior encounters with proportional concepts. We investigated whether a basic curriculum unit on the concept of density promoted…

Children's (N = 275) use of retrieval, decomposition (e.g., 7 = 4+3 and thus 6+7 = 6+4+3), and counting to solve additional problems was longitudinally assessed from first grade to fourth grade, and intelligence, working memory, and in-class attentive behavior was assessed in one or several grades. The goal was to assess the relation between…

The study's goal was to identify the beginning of 1st grade quantitative competencies that predict mathematics achievement start point and growth through 5th grade. Measures of number, counting, and arithmetic competencies were administered in early 1st grade and used to predict mathematics achievement through 5th (n = 177), while controlling for…

Predictive relationships among perceived family processes, intrinsic and extrinsic motivation, incremental beliefs about intelligence, confidence in intelligence, and creative problem-solving practices in mathematics and science were examined. Participants were 733 scientifically talented Korean students in fourth through twelfth grades as well as…

The present study explored whether first and second order cognitive holding power perceived by children in mathematical classrooms, fluid intelligence, and mathematical achievement predicted their performance on standard problems, and especially realistic problems. A sample of 119 Chinese 4-6th graders were administered the word problem test, the…