Roy Ethan, Guillaume Mathieu, Van Rinsveld Amandine, McCandliss Bruce D
Graduate School of Education, Stanford University, Stanford, CA, USA.
NPJ Sci Learn. 2025 Apr 24;10(1):19. doi: 10.1038/s41539-025-00314-5.
Arithmetic fluency is regarded as a foundational math skill, typically measured as a single construct with pencil-and-paper-based timed assessments. We introduce a tablet-based assessment of single-digit fluency that captures individual trial response times across several embedded experimental contrasts of interest. A large (n = 824) cohort of 3rd- 7th grade students (ages 7-13 years) completed this task, revealing effects of operation and problem size in "common" problems (i.e., 5 + 3) often examined in studies of mathematical cognition. We also characterize performance on "exceptional" problems (i.e., 4 + 4), which are typically included in fluency tests, yet excluded from most cognitive studies. Overall, individuals demonstrated higher fluency on exceptional problems compared to common problems. However, common problems better predicted standardized tests scores and exhibited distinct patterns of speed-accuracy tradeoffs relative to exceptional problems. The affordances of tablet-based assessment to quantify multiple cognitive dynamics within chained fluency testspresent several advantages over traditional assessments, thus enriching the study of arithmetic fluency development at scale.
算术流畅性被视为一项基础数学技能，通常通过基于纸笔的限时评估作为单一指标来衡量。我们引入了一种基于平板电脑的个位数流畅性评估方法，该方法能够捕捉在几个感兴趣的嵌入式实验对比中的个体试验反应时间。一大群（n = 824）三年级至七年级学生（年龄7至13岁）完成了这项任务，揭示了在数学认知研究中经常考察的“普通”问题（即5 + 3）中运算和问题大小的影响。我们还对“特殊”问题（即4 + 4）的表现进行了描述，这些问题通常包含在流畅性测试中，但在大多数认知研究中被排除。总体而言，与普通问题相比，个体在特殊问题上表现出更高的流畅性。然而，普通问题能更好地预测标准化测试成绩，并且相对于特殊问题表现出不同的速度-准确性权衡模式。基于平板电脑的评估在链式流畅性测试中量化多种认知动态的能力相对于传统评估具有几个优势，从而丰富了大规模算术流畅性发展的研究。
