Sources of individual differences in fraction skills
Sources of individual differences in fraction skills
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DOI：
10.1016/j.jecp.2003.08.003
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发表时间：
2003-12-01
影响因子：
2.6
通讯作者：
Santisi, M
中科院分区：
文献类型：
--
作者：
Hecht, SA;Close, L;Santisi, M
本研究以105名小学五年级学生为被试，探讨了两类数学知识（简单算术知识和概念知识）、两类儿童特征（工作记忆和任务相关课堂行为）和三类分数结果（分数计算、估计和应用题）的个体差异之间关系的概念模型。结构方程模型提供了一致的证据，概念知识独立地有助于在三个分数结果的个体差异。简单的算术知识只与分数计算技能的变异性有关。数学知识被发现调解一些工作记忆和课堂行为的贡献上的变化分数的结果。这些支持的中介过程扩展了目前的文献，通过解释的途径，儿童的特点可能会影响分数结果的个体差异。(C)2003年爱思唯尔公司All rights reserved.
The purpose of this investigation was to evaluate a conceptual model of relations between two kinds of mathematical knowledge (simple arithmetic and conceptual knowledge), two kinds of child characteristics (working memory and on-task related classroom behavior), and individual differences in three kinds of fraction outcomes (fraction computation, estimation, and word problems) in 105 fifth grade students. Structural equation modeling provided consistent evidence that conceptual knowledge independently contributes to individual differences in the three fraction outcomes. Simple arithmetic knowledge was uniquely related only to variability in fraction computation skills. Mathematical knowledge was found to mediate some of the contributions of both working memory and classroom behavior on variability in fraction outcomes. These supported mediating processes extend the current literature by explication of the pathways via which characteristics of children may affect individual differences in fraction outcomes. (C) 2003 Elsevier Inc. All rights reserved.