Carnegie Mellon University–Psychology, 5000 Forbes Ave., Pittsburgh, PA 15213, USA.
Psychol Sci. 2012 Jul 1;23(7):691-7. doi: 10.1177/0956797612440101. Epub 2012 Jun 14.
Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.
确定最能预测学生长期学习的数学内容知识类型对于改进数学发展理论和数学教育至关重要。为了确定这些类型的知识，我们研究了高中学生代数知识和整体数学成绩的长期预测因素。对来自美国和英国的大型、具有全国代表性的纵向数据集的分析表明，小学生对分数和除法的知识可以独特地预测他们在 5 或 6 年后的高中代数知识和整体数学成绩，即使在统计上控制了其他类型的数学知识、一般智力能力、工作记忆以及家庭收入和教育程度之后也是如此。讨论了这些发现对理解和改善数学学习的意义。
