Given the importance of algebra and word problems, along with the cognitive complexity of both domains, the purpose of the present study was to contrast sources of individual differences in the development of end-of-fourth-grade pre-algebraic knowledge versus word-problem competence. Thus, as with algebra, word-problem difficulty may be multiply determined and difficult to prevent. As with algebra, however, word problems are a stumbling block for many students ( Fuchs, Fuchs, Stuebing, et al., 2008) they can be a persistent deficit even when calculation skill is adequate ( Swanson et al., 2008) and the cognitive processes involved in word problems differ from and are more numerous than those underlying calculation skill (e.g., Fuchs et al., 2010 Fuchs et al., 2006 Fuchs, Fuchs, Stuebing et al., 2008).
However, we identified only several studies that have examined predictors of algebra performance.Īt the same time, performance on word problems is the best school-age predictor of employment and wages in adulthood ( Bynner, 1997 Every Child a Chance Trust, 2009), and word problems represent a major emphasis in almost every strand of the math curriculum from kindergarten through high school. The hope is that “the identification of these predictors will help guide the design of interventions that will build the foundational skills needed for success with algebra” (p. The NMAP emphasized the need for “longitudinal research … to identify early predictors of success or failure with algebra” (p.33). Yet, a substantial portion of students fail to complete an algebra course, and 93% of 17-year-olds cannot solve multistep algebra problems ( U.S. It represents a gateway to higher forms of learning in mathematics, science, technology, and engineering and is required for successful participation in the workforce ( National Mathematics Advisory Panel, 2008 RAND Mathematics Study Panel, 2003). In the present longitudinal study, we focused on two forms of higher-order mathematics among 7- to 10-year-olds: pre-algebraic knowledge and word-problem solving.Īlgebra is a high priority area.
#F O G MATH CALCULATOR HOW TO#
Such understanding would provide theoretical insight into the nature of mathematics competence and practical guidance about how to organize curriculum and design instruction. Little is understood about how aspects of mathematical cognition relate to each other: which are shared or distinct or how difficulty in one domain corresponds to difficulty in another. We conclude that pathways in development of these forms of 4 th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students’ foundational mathematics skills or cognitive processes. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than pre-algebraic knowledge. Children ( n = 962 mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of grade 2 calculation accuracy and calculation fluency at end of grade 2 and pre-algebraic knowledge and word-problem solving at end of grade 4. The purpose of this study was to examine child-level pathways in development of pre-algebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes.
0 kommentar(er)
