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Direct linkFuchs, Lynn; Fuchs, Douglas; Seethaler, Pamela M.; Barnes, Marcia A. – ZDM: The International Journal on Mathematics Education, 2020
The focus of this article is the well documented association between low working memory capacity and difficulty with mathematical word-problem solving. We begin by describing a model that specifies how various cognitive resources, including working memory, contribute to individual differences in word-problem solving and by then summarizing…
Descriptors: Short Term Memory, Mathematics Instruction, Problem Solving, Word Problems (Mathematics)
Download full textFuchs, Lynn; Fuchs, Douglas; Seethaler, Pamela M.; Barnes, Marcia A. – Grantee Submission, 2019
The focus of this article is the well documented association between low working memory capacity and difficulty with mathematical word-problem solving. We begin by describing a model that specifies how various cognitive resources, including working memory, contribute to individual differences in word-problem solving and by then summarizing…
Descriptors: Short Term Memory, Mathematics Instruction, Word Problems (Mathematics), Problem Solving
Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Developmental Psychology, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Grantee Submission, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.; Wang, Amber Y. – Scientific Studies of Reading, 2015
This study's hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of…
Descriptors: Word Problems (Mathematics), Problem Solving, Reading Comprehension, Short Term Memory
Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas – Grantee Submission, 2016
The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working…
Descriptors: Elementary School Mathematics, Elementary School Students, Grade 2, Mathematics Skills
Fuchs, Lynn S.; Fuchs, Douglas; Stuebing, Karla; Fletcher, Jack M.; Hamlett, Carol L.; Lambert, Warren – Journal of Educational Psychology, 2008
The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains,…
Descriptors: Problem Solving, Geometric Concepts, Grade 3, Computation
Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Powell, Sarah R.; Seethaler, Pamela M.; Capizzi, Andrea M.; Schatschneider, Christopher; Fletcher, Jack M. – Journal of Educational Psychology, 2006
The purpose of this study was to examine the cognitive correlates of RD-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word…
Descriptors: Grade 3, Concept Formation, Arithmetic, Sight Vocabulary
