Cognitive processes and math performance: a study with children at third grade of basic education

被引：26

作者：

Campos, Isabel S. ^{[1
]}

Almeida, Leandro S. ^{[2
]}

Ferreira, Aristides I. ^{[3
]}

Martinez, Luis F. ^{[3
]}

Ramalho, Gloria ^{[1
]}

机构：

[1] ISPA Inst Univ, P-1149041 Lisbon, Portugal

[2] Univ Minho, Inst Educ, P-4710057 Braga, Portugal

[3] Inst Univ Lisboa ISCTE IUL, Business Res Unit, P-1649026 Lisbon, Portugal

来源：

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 2013年 / 28卷 / 02期

关键词：

Mathematics performance; Working memory; Selective attention; g factor; Basic education; SHORT-TERM-MEMORY; WORKING-MEMORY; INDIVIDUAL-DIFFERENCES; FLUID INTELLIGENCE; ARITHMETICAL SKILLS; INHIBITORY CONTROL; STRATEGY CHOICE; MATHEMATICS; SPEED; DIFFICULTIES;

D O I：

10.1007/s10212-012-0121-x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The present study aims to examine the relationship between cognitive factors and mathematical achievement in primary education. Participants were 103 Portuguese third grade students, aged 8 and 9. All participants completed a battery for working memory (WMTB-C), a test of general intelligence (Raven's Progressive Color Matrices), a selective attention test (d2), and mathematical exercises (arithmetic story problems and measurement skills). Data suggested significant correlations between math performance, executive, visuospatial sketchpad and g factor. Our findings suggest the importance of the cognitive factors in two mathematical domains considered. In consonance with the research in this area, we conclude that working memory (WM) assumes an important role in different math curricular achievements.

引用

页码：421 / 436

页数：16

共 87 条

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