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Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?

机译:解决问题和计算能力:它们在数学认知方面是共有的还是不同的?

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摘要

The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains, or neither domain; and measured on 9 cognitive dimensions. Difficulty occurred across domains with the same prevalence as difficulty with a single domain; specific difficulty was distributed similarly across domains. Multivariate profile analysis on cognitive dimensions and chi-square tests on demographics showed that specific computational difficulty was associated with strength in language and weaknesses in attentive behavior and processing speed; problem-solving difficulty was associated with deficient language as well as race and poverty. Implications for understanding mathematics competence and for the identification and treatment of mathematics difficulties are discussed.
机译:这项研究的目的是探索数学认知的两个领域的困难模式:计算和问题解决。三年级学生(n = 924; 47.3%的男性)是从89个教室中采样的。对计算和解决问题进行评估;分类为计算困难,问题解决,两个领域或两个领域都不存在;并在9个认知维度上进行了测量。跨域的困难发生率与单个域的困难发生率相同;具体难度在各个域中的分布也相似。对认知维度的多元分布分析和对人口统计学的卡方检验表明,特定的计算难度与语言能力,专心行为和处理速度方面的弱点相关;解决问题的困难与语言不足,种族和贫困有关。讨论了理解数学能力以及识别和处理数学难题的意义。

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