Cognitive skills as predictors of elementary students’ understanding of arithmetic concepts

Detalhes bibliográficos
Autor(a) principal: Nogues,Camila Peres
Data de Publicação: 2022
Outros Autores: Dorneles,Beatriz Vargas
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Ciência & Educação (Bauru. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132022000100235
Resumo: Abstract: Quantitative reasoning is a fundamental skill for mathematical performance since it requires conceptual comprehension of mathematical operations. Thus, the purpose of this study was to look at the function of cognitive abilities as predecessors of arithmetic conceptual knowledge. This study included 127 third and fourth graders who were tested for two broad domain skills: working memory and phonemic awareness, as well as two narrow domain skills: number transcoding and number estimative. A quantitative reasoning exercise was also used to measure these pupils' conceptual grasp. Multiple regression analysis shows that working memory, number transcoding and number estimation are the cognitive predictors of quantitative reasoning achievement. These findings support the need of developing such abilities in children beginning in kindergarten to prevent problems and aid in the development of conceptual arithmetic learning.
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spelling Cognitive skills as predictors of elementary students’ understanding of arithmetic conceptsMathematics teachingMathematical reasoningArithmeticConcept formationElementary schoolAbstract: Quantitative reasoning is a fundamental skill for mathematical performance since it requires conceptual comprehension of mathematical operations. Thus, the purpose of this study was to look at the function of cognitive abilities as predecessors of arithmetic conceptual knowledge. This study included 127 third and fourth graders who were tested for two broad domain skills: working memory and phonemic awareness, as well as two narrow domain skills: number transcoding and number estimative. A quantitative reasoning exercise was also used to measure these pupils' conceptual grasp. Multiple regression analysis shows that working memory, number transcoding and number estimation are the cognitive predictors of quantitative reasoning achievement. These findings support the need of developing such abilities in children beginning in kindergarten to prevent problems and aid in the development of conceptual arithmetic learning.Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista (UNESP), Faculdade de Ciências, campus de Bauru.2022-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132022000100235Ciência & Educação (Bauru) v.28 2022reponame:Ciência & Educação (Bauru. Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESP10.1590/1516-731320220037info:eu-repo/semantics/openAccessNogues,Camila PeresDorneles,Beatriz Vargaseng2022-10-07T00:00:00Zoai:scielo:S1516-73132022000100235Revistahttp://www.scielo.br/cieduPUBhttps://old.scielo.br/oai/scielo-oai.phprevista@fc.unesp.br||nardi@fc.unesp.br|| fatimab@bauru.unesp.br1980-850X1516-7313opendoar:2022-11-08T16:31:22.916431Ciência & Educação (Bauru. Online) - Universidade Estadual Paulista (UNESP)true
dc.title.none.fl_str_mv Cognitive skills as predictors of elementary students’ understanding of arithmetic concepts
title Cognitive skills as predictors of elementary students’ understanding of arithmetic concepts
spellingShingle Cognitive skills as predictors of elementary students’ understanding of arithmetic concepts
Nogues,Camila Peres
Mathematics teaching
Mathematical reasoning
Arithmetic
Concept formation
Elementary school
title_short Cognitive skills as predictors of elementary students’ understanding of arithmetic concepts
title_full Cognitive skills as predictors of elementary students’ understanding of arithmetic concepts
title_fullStr Cognitive skills as predictors of elementary students’ understanding of arithmetic concepts
title_full_unstemmed Cognitive skills as predictors of elementary students’ understanding of arithmetic concepts
title_sort Cognitive skills as predictors of elementary students’ understanding of arithmetic concepts
author Nogues,Camila Peres
author_facet Nogues,Camila Peres
Dorneles,Beatriz Vargas
author_role author
author2 Dorneles,Beatriz Vargas
author2_role author
dc.contributor.author.fl_str_mv Nogues,Camila Peres
Dorneles,Beatriz Vargas
dc.subject.por.fl_str_mv Mathematics teaching
Mathematical reasoning
Arithmetic
Concept formation
Elementary school
topic Mathematics teaching
Mathematical reasoning
Arithmetic
Concept formation
Elementary school
description Abstract: Quantitative reasoning is a fundamental skill for mathematical performance since it requires conceptual comprehension of mathematical operations. Thus, the purpose of this study was to look at the function of cognitive abilities as predecessors of arithmetic conceptual knowledge. This study included 127 third and fourth graders who were tested for two broad domain skills: working memory and phonemic awareness, as well as two narrow domain skills: number transcoding and number estimative. A quantitative reasoning exercise was also used to measure these pupils' conceptual grasp. Multiple regression analysis shows that working memory, number transcoding and number estimation are the cognitive predictors of quantitative reasoning achievement. These findings support the need of developing such abilities in children beginning in kindergarten to prevent problems and aid in the development of conceptual arithmetic learning.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132022000100235
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132022000100235
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1516-731320220037
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista (UNESP), Faculdade de Ciências, campus de Bauru.
publisher.none.fl_str_mv Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista (UNESP), Faculdade de Ciências, campus de Bauru.
dc.source.none.fl_str_mv Ciência & Educação (Bauru) v.28 2022
reponame:Ciência & Educação (Bauru. Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Ciência & Educação (Bauru. Online)
collection Ciência & Educação (Bauru. Online)
repository.name.fl_str_mv Ciência & Educação (Bauru. Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv revista@fc.unesp.br||nardi@fc.unesp.br|| fatimab@bauru.unesp.br
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