小学最后一年的数学成绩。与一般认知技能和先前数学知识的纵向关系。
Mathematics achievement in the last year of primary school. Longitudinal relationship with general cognitive skills and prior mathematics knowledge.
作者信息
Stelzer Florencia, Vernucci Santiago, Aydmune Yesica, Del Valle Macarena, Andres María Laura, Introzzi Isabel María
机构信息
Institute of Basic, Applied Psychology and Technology (IPSIBAT), National Scientific and Technical Research Council (CONICET), National University of Mar del Plata, Mar del Plata, Argentina.
Universidad Nacional de Mar del Plata, Funes 3250, Cuerpo V, Nivel III, Buenos Aires, Argentina.
出版信息
Eur J Psychol Educ. 2023 May 9:1-17. doi: 10.1007/s10212-023-00700-w.
The aim of this study was to analyze the joint, relative, and unique predictive value of students' prior knowledge of mathematics (knowledge of fractions and ability to divide natural numbers) and general cognitive ability (fluid intelligence and working memory) upon general mathematics achievement in the last year of primary school. Seventy-five students participated ( age = 11.2 years old, = 0.40). Hierarchical regression analysis showed that the ability to divide and fractions knowledge accounted for 41% of the variance in mathematics achievement, both acting as significant predictors. By incorporating working memory and fluid intelligence into the model, fraction knowledge showed to be no longer a significant predictor. These general cognitive skills explained an additional 8% of the variance in mathematics knowledge, both being significant predictors and contributing to mathematics achievement in a unique way. The implications of these results for mathematics teaching are discussed.
本研究的目的是分析学生先前的数学知识（分数知识和自然数除法能力）以及一般认知能力（流体智力和工作记忆）对小学最后一年数学总成绩的联合、相对和独特预测价值。75名学生参与了研究（年龄 = 11.2岁，标准差 = 0.40）。分层回归分析表明，除法能力和分数知识占数学成绩方差的41%，二者均为显著预测因素。将工作记忆和流体智力纳入模型后，分数知识不再是显著预测因素。这些一般认知技能又解释了数学知识方差的8%，二者均为显著预测因素，并以独特方式对数学成绩产生影响。本文讨论了这些结果对数学教学的启示。
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