Tablet-based arithmetic fluency assessment reveals developments in math cognition and math achievement from childhood to adolescence

被引：0

作者：

Ethan Roy ^{[1
]}

Mathieu Guillaume ^{[1
]}

Amandine Van Rinsveld ^{[1
]}

Bruce D. McCandliss ^{[1
]}

机构：

[1] Stanford University,Graduate School of Education

[2] University of California,Department of Neurology

[3] University of California,Department of Psychiatry

[4] University of California,Department of Psychology

[5] University of California,Weill Institute for Neuroscience

[6] University of Connecticut,Department of Psychology

[7] University of California,Department of Psychiatry

[8] Rutgers University,Department of Psychology

来源：

npj Science of Learning | / 10卷 / 1期

关键词：

D O I：

10.1038/s41539-025-00314-5

中图分类号：

学科分类号：

摘要：

Arithmetic fluency is regarded as a foundational math skill, typically measured as a single construct with pencil-and-paper-based timed assessments. We introduce a tablet-based assessment of single-digit fluency that captures individual trial response times across several embedded experimental contrasts of interest. A large (n = 824) cohort of 3rd- 7th grade students (ages 7–13 years) completed this task, revealing effects of operation and problem size in “common” problems (i.e., 5 + 3) often examined in studies of mathematical cognition. We also characterize performance on “exceptional” problems (i.e., 4 + 4), which are typically included in fluency tests, yet excluded from most cognitive studies. Overall, individuals demonstrated higher fluency on exceptional problems compared to common problems. However, common problems better predicted standardized tests scores and exhibited distinct patterns of speed-accuracy tradeoffs relative to exceptional problems. The affordances of tablet-based assessment to quantify multiple cognitive dynamics within chained fluency testspresent several advantages over traditional assessments, thus enriching the study of arithmetic fluency development at scale.

引用

共 2 条

[1] Groupitizing reflects conceptual developments in math cognition and inequities in math achievement from childhood through adolescence
Guillaume, Mathieu
Roy, Ethan
Van Rinsveld, Amandine
Starkey, Gillian S. S.
Uncapher, Melina R. D.
McCandliss, Bruce D.
CHILD DEVELOPMENT, 2023, 94 (02) : 335 - 347
[2] Tablet-Based Math Assessment: What Can We Learn from Math Apps?
Cayton-Hodges, Gabrielle A.
Feng, Gary
Pan, Xingyu
EDUCATIONAL TECHNOLOGY & SOCIETY, 2015, 18 (02): : 3 - 20

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