Prediction of elementary mathematics grades by cognitive abilities

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Authors
Hilbert, Sven
Binder, Karin
Krauss, Stefan
Bühner, Markus
Author (Corporation)
Publication date
2018
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01A - Journal article
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Parent work
European Journal of Psychology of Education
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DOI of the original publication
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Series
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Volume
33
Issue / Number
4
Pages / Duration
1-19
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Publisher / Publishing institution
Springer
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Abstract
In the present study, the relationship between the mathematics grade and the three basic cognitive abilities (inhibition, working memory, and reasoning) was analyzed regarding possible alterations during elementary school. In a sample of N = 244 children, the mathematics grade was best predicted by working memory performance in the second grade and by reasoning in the third and fourth grades. Differentiation of these abilities during elementary school was considered as a cause for this pattern but discarded after the analysis of structural equation models. Thus, with respect to output-orientated curricula, scholastic standards, and a large inter-individual heterogeneity of students, it is implied for teachers to account for different cognitive strengths and weaknesses of their students, using adequate tasks and teaching strategies like self-differentiating tasks and adaptive explorative learning.
Keywords
Cognitive ability, Mathematics, Cognitive differentiation
Subject (DDC)
150 - Psychologie
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ISBN
ISSN
1878-5174
0256-2928
Language
English
Created during FHNW affiliation
Yes
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Publication status
Published
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Peer review of the complete publication
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Citation
HILBERT, Sven, Georg BRUCKMAIER, Karin BINDER, Stefan KRAUSS und Markus BÜHNER, 2018. Prediction of elementary mathematics grades by cognitive abilities. European Journal of Psychology of Education. 2018. Bd. 33, Nr. 4, S. 1–19. DOI 10.1007/s10212-018-0394-9. Verfügbar unter: http://hdl.handle.net/11654/26482