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Direct linkGeary, David C.; Hoard, Mary K.; Nugent, Lara; Ünal, Zehra E. – Journal of Educational Psychology, 2023
The study tested the hypothesis that there are sex differences in the pathways to mathematical development. Three-hundred and 42 adolescents (169 boys) were assessed in various mathematics areas from arithmetic fluency to algebra across 6th to 9th grade, inclusive, and completed a battery of working memory, spatial, and intelligence measures in…
Descriptors: Gender Differences, Mathematics Skills, Mathematics Achievement, Adolescents
Finke, Sabrina; Kemény, Ferenc; Sommer, Markus; Krnjic, Vesna; Arendasy, Martin; Slany, Wolfgang; Landerl, Karin – Computer Science Education, 2022
Background: Key to optimizing Computational Thinking (CT) instruction is a precise understanding of the underlying cognitive skills. Román-González et al. (2017) reported unique contributions of spatial abilities and reasoning, whereas arithmetic was not significantly related to CT. Disentangling the influence of spatial and numerical skills on CT…
Descriptors: Spatial Ability, Cognitive Ability, Abstract Reasoning, Arithmetic
Download full textCirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S. – Society for Research on Educational Effectiveness, 2013
Algebra is a prerequisite for access to STEM careers and occupational success (NMAP, 2008a), yet algebra is difficult for students through high school (US DOE, 2008). Growth in children's conceptual and procedural arithmetical knowledge is reciprocal, although conceptual knowledge has more impact on procedural knowledge than the reverse…
Descriptors: Arithmetic, Algebra, Mathematics Skills, Cognitive Processes
Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Powell, Sarah R.; Schumacher, Robin F.; Hamlett, Carol L.; Vernier, Emily; Namkung, Jessica M.; Vukovic, Rose K. – Developmental Psychology, 2012
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems…
Descriptors: Arithmetic, Algebra, Individual Differences, Knowledge Level
Khng, Kiat Hui; Lee, Kerry – Learning and Individual Differences, 2009
In Singapore, 6-12 year-old students are taught to solve algebra word problems with a mix of arithmetic and pre-algebraic strategies; 13-17 year-olds are typically encouraged to replace these strategies with letter-symbolic algebra. We examined whether algebra problem-solving proficiency amongst beginning learners of letter-symbolic algebra is…
Descriptors: Intelligence, Prior Learning, Inhibition, Computation
Tolar, Tammy Daun; Lederberg, Amy R.; Fletcher, Jack M. – Educational Psychology, 2009
The goal of this study was to develop and evaluate a structural model of the relations among cognitive abilities and arithmetic skills and college students' algebra achievement. The model of algebra achievement was compared to a model of performance on the Scholastic Assessment in Mathematics (SAT-M) to determine whether the pattern of relations…
Descriptors: Short Term Memory, Spatial Ability, Computation, Arithmetic
