Fluid reasoning, working memory and planning ability in assessment of risk for mathematical difficulties

Abstract

The demands on mathematical problem-solving have increased in almost all school systems internationally and may constitute a barrier for children with special educational needs (SEN). This study explored the role of fluid reasoning (FR), working memory (WM) and complex executive function of planning (EF) in children (N = 62) referred for assessment of SEN, and specifically of risk for mathematical difficulties (MD). Performances on FR, WM and complex EF of planning were used to predict risk for MD. Results showed that planning ability predicted children at risk for MD, beyond FR or WM ability, when comparing with children not at risk for MD. It was concluded that assessing the complex EF of planning in addition to FR and WM ability is crucial in identifying children at risk for MD. The importance of understanding how planning ability affects children's mathematical problem-solving is discussed, in relation to assessment and teaching practices.

Analisis Kemampuan Penalaran Matematis Peserta Didik dengan Penyajian Masalah Open-Ended Pada Pembelajaran Daring

“…Suatu penalaran matematis termaksud kedalam kemampuan untuk menganalisis masalah, mengidentifikasi pola dan menerapkan logika yang berkaitan dengan kemampuan berpikir peserta didik (Partanen et al, 2020). Maka dapat disimpulkan bahwa kemampuan penalaran matematis adalah kemampuan yang dimiliki oleh peserta didik untuk menghubungkan beberapa fakta sehingga dapat menghasilkan sebuah kesimpulan yang logis.…”