Basic Calculation Proficiency and Mathematics Achievement in Elementary School Children
Basic Calculation Proficiency and Mathematics Achievement in Elementary School Children
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DOI：
10.1037/a0024556
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发表时间：
2011-11-01
影响因子：
4.9
通讯作者：
Hurry, Jane
中科院分区：
文献类型：
--
作者：
Cowan, Richard;Donlan, Chris;Hurry, Jane
简单的加法和减法技能与小学数学成绩之间的关系已经得到了很好的证实，但还没有被理解。无论是数学简单计算中技能的内在重要性，还是概念知识和认知因素(工作记忆、处理速度、口语)对简单计算和数学的影响，都是合理的。通过对259名英国二至三年级儿童的跟踪调查，研究了儿童基本计算流利性的发展及其与数学成绩等因素的关系。在两个年级中，这组学生都没有提取大多数问题的解决方案，但他们的数学成绩是典型的。基础计算能力的提高部分受概念知识和认知因素的影响。这些因素在基础计算和数学成绩之间只起到了部分中介作用。阅读与数学之间的关系完全受数字测量和认知因素的影响。
The relation between skill in simple addition and subtraction and more general math achievement in elementary school is well established but not understood. Both the intrinsic importance of skill in simple calculation for math and the influence of conceptual knowledge and cognitive factors (working memory, processing speed, oral language) on simple calculation and math are plausible. The authors investigated the development of basic calculation fluency and its relations to math achievement and other factors by tracking a group of 259 United Kingdom English children from second to third grade. In both grades the group did not retrieve the solutions to most problems, but their math achievement was typical. Improvement in basic calculation proficiency was partially predicted by conceptual knowledge and cognitive factors. These factors only partially mediated the relation between basic calculation and math achievement. The relation between reading and math was wholly mediated by number measures and cognitive factors.