Cognitive and numerosity predictors of mathematical skills in middle school
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- 作者：Paul T. Cirinoa ; pcirino@uh.edu" class="auth_mail" title="E-mail the corresponding author ; Tammy D. Tolara ; Lynn S. Fuchsb ; Emily Huston-Warrena
- 关键词：Working memory ; Language ; Spatial ; Numerosity ; Fractions ; Proportional reasoning ; Mathematics ; Middle school
- 刊名：Journal of Experimental Child Psychology
- 出版年：2016
- 出版时间：May 2016
- 年：2016
- 卷：145
- 期：Complete
- 页码：95-119
- 全文大小：710 K
文摘
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Domain general and domain specific processes may differentially effect math skills.
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Direct and indirect effects of cognitive, number, & arithmetic measures were tested.
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Cognitive and number predictors operated indirectly for fractions and proportions.
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Broad mathematics had both direct and indirect contributions of those predictors.
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Results support a hierarchy of mathematical development.