Higher level domain specific skills in mathematics; The relationship between algebra, geometry, executive function skills and mathematics achievement.
Higher level domain specific skills in mathematics; The relationship between algebra, geometry, executive function skills and mathematics achievement.
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DOI：
10.1371/journal.pone.0291796
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发表时间：
2023
期刊：
影响因子：
3.7
通讯作者：
中科院分区：
文献类型：
--
作者：
代数和几何是数学的重要组成部分，通常被认为是未来成功的守门人。然而，大多数研究数学成功所需的认知技能的研究只考虑了算术领域。我们扩展了数学技能的模型，以考虑执行功能技能如何在中学数学成绩中发挥直接作用，以及通过代数和几何以及算术发挥间接作用。我们发现，言语和视觉空间工作记忆通过数字知识、计算技能、代数和几何间接与数学成绩相关。抑制也通过数字事实知识和计算技能与数学成绩间接相关。这些发现强调了执行功能技能可能参与数学成果的多种机制。因此，使用特定的数学过程的措施，以及上下文丰富的数学成绩的评估是很重要的，以了解这些机制。
Algebra and geometry are important components of mathematics that are often considered gatekeepers for future success. However, most studies that have researched the cognitive skills required for success in mathematics have only considered the domain of arithmetic. We extended models of mathematical skills to consider how executive function skills play both a direct role in secondary-school-level mathematical achievement as well as an indirect role via algebra and geometry, alongside arithmetic. We found that verbal and visuospatial working memory were indirectly associated with mathematical achievement via number fact knowledge, calculation skills, algebra and geometry. Inhibition was also indirectly associated with mathematical achievement via number fact knowledge and calculation skills. These findings highlight that there are multiple mechanisms by which executive function skills may be involved in mathematics outcomes. Therefore, using specific measures of mathematical processes as well as context-rich assessments of mathematical achievement is important to understand these mechanisms.
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