Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach
| Autor: | Korbinian Moeller, Friederike Blume, Richard Goellner, Ann-Christine Ehlis, Caterina Gawrilow, Thomas Dresler |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Mathematics grades
lcsh:BF1-990 Experimental and Cognitive Psychology 050105 experimental psychology Task (project management) 03 medical and health sciences 0302 clinical medicine Arts and Humanities (miscellaneous) Developmental and Educational Psychology Achievement test Humans Basic numerical abilities 0501 psychology and cognitive sciences Relevance (information retrieval) Secondary school Practical implications Number bisection task Schools Working memory 05 social sciences Within-task approach Cognition General Medicine Procedural knowledge Achievement Memory Short-Term lcsh:Psychology Mathematical achievement Comprehension 030217 neurology & neurosurgery Mathematics Cognitive psychology |
| Zdroj: | Acta Psychologica, Vol 215, Iss, Pp 103289-(2021) |
| ISSN: | 0001-6918 |
| Popis: | Previous research repeatedly found basic numerical abilities (e.g., magnitude understanding, arithmetic fact knowledge, etc.) to predict young students' current and later arithmetic achievement as assessed by achievement tests – even when controlling for the influence of domain-general abilities (e.g., intelligence, working memory). However, to the best of our knowledge, previous studies hardly addressed this issue in secondary school students. Additionally, they primarily assessed basic numerical abilities in a between-task approach (i.e., using different tasks for different abilities). Finally, their relevance for real-life academic outcomes such as mathematics grades has only rarely been investigated. The present study therefore pursued an approach using one and the same task (i.e., a within-task approach) to reduce confounding effects driven by between-task differences. In particular, we evaluated the relevance of i) number magnitude understanding, ii) arithmetic fact knowledge, and iii) conceptual and procedural knowledge for the mathematics grades of 81 students aged between ten and thirteen (i.e., in Grades 5 and 6) employing the number bisection task. Results indicated that number magnitude understanding, arithmetic fact knowledge, and conceptual and procedural knowledge contributed to explaining mathematics grades even when controlling for domain-general cognitive abilities. Methodological and practical implications of the results are discussed. |
| Databáze: | OpenAIRE |
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