Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students.
Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students.
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DOI：
10.1037/edu0000055
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发表时间：
2016-02-01
影响因子：
4.9
通讯作者：
Fuchs LS
中科院分区：
文献类型：
--
作者：
Namkung JM;Fuchs LS
本研究的目的是探讨整数和分数的计算和数线估计的认知预测因素。有风险的四年级学生（N = 139）被评估了7个领域的一般能力（即，工作记忆，处理速度，概念形成，语言，注意行为和非语言推理）和四年级开始时的计算技能。然后，他们进行了评估的整数和分数计算和数线估计措施在四年级结束。结构方程模型和路径分析表明，处理速度，注意的行为，和传入的计算技能是显着的预测整数计算，而语言，除了处理速度和注意的行为，显着预测分数计算。在数字线估计方面，非语言推理显著预测整数和分数结果，数字工作记忆预测整数数字线估计和语言预测分数数字线估计。研究结果进行了讨论，在整数和分数的发展之间的区别和计算和数线学习。
The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 7 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and incoming calculation skill at the start of 4th grade. Then, they were assessed on whole-number and fraction calculation and number line estimation measures at the end of 4th grade. Structural equation modeling and path analysis indicated that processing speed, attentive behavior, and incoming calculation skill were significant predictors of whole-number calculations whereas language, in addition to processing speed and attentive behavior, significantly predicted fraction calculations. In terms of number line estimation, nonverbal reasoning significantly predicted both whole-number and fraction outcome, with numerical working memory predicting whole-number number line estimation and language predicting fraction number line estimation. Findings are discussed in terms of distinctions between whole-number and fraction development and between calculations and number line learning.