Mathematical Cognition in Intellectually Precocious First Graders

Hoard, Mary K.; Geary, David C.; Byrd‐Craven, Jennifer; Nugent, Lara

doi:10.1080/87565640801982338

Cited by 53 publications

(51 citation statements)

References 67 publications

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“…According to Ismail (2010), students make errors in mathematics that are associated with the following characteristics; a) cognitive activities, b) metacognitive abilities, c) attitudes and d) the knowledge possessed by them. Various levels on the characteristics have led the different errors made by students and different abilities for them to solve the mathematical problems (Hoard et al, 2008). Problem-solving process is one of the cognitive strategies and skills that is carefully planned by individuals to achieve goals.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction

Abdullah¹,

Abidin²,

Ali³

2015

ASS

126

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Problem-solving is an activity that can generate Higher Order Thinking Skills (HOTS) among students. However, only some of the students are capable of solving problems and some are having difficulties. The difficulties have caused students to make various kinds of errors. Hence, this study conducted is to identify and analyze students' errors in solving problems that involve HOTS in the topic of Fraction. The samples consisted of 96 Form One students of a secondary school in Johor. The instrument of the study consisted of a set of test questions that contained four HOTS questions. The errors were analyzed according to Newman's Error Analysis Model consisting of reading, comprehension, transformation, process skills and encoding. The results showed that students frequently made errors in encoding (27.58%), followed by process skills (27.33%), transformation (24.17%) and comprehension (20.92%). The findings showed that students faced problems to correlate the information and implementation of strategies used in solving mathematical problems involving HOTS.

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Section: Discussionmentioning

confidence: 99%

Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction

Abdullah¹,

Abidin²,

Ali³

2015

ASS

126

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“…Few studies have examined mathematically gifted adolescents (e.g., Dark & Benbow, 1991;Swanson, 2006). Studies on relationships between mathematical ability and memory have been undertaken mostly among children in elementary school (e.g., Bull & Johnston, 1997;Hoard, Geary, Byrd-Craven, & Nugent, 2008;Smedt et al, 2009) while very few have examined high school students (e.g., Dark & Benbow, 1991). No study has yet examined the associations between G and E factors, as regards memory characteristics.…”

Section: Introductionmentioning

confidence: 97%

Memory abilities in generally gifted and excelling-in-mathematics adolescents

2013

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“…There is limited objective data available that explains the phenomenon of precocious interest in a particular domain [243][244][245], and none of it clarifies which comes first. Does a gifted child have a precocious interest in a certain domain because of an innate ability, or does ability depend upon environmental exposure or experience?…”

Section: Precocious Interestmentioning

confidence: 99%

Adaptation, Expertise, and Giftedness: Towards an Understanding of Cortical, Subcortical, and Cerebellar Network Contributions

Koziol¹,

Budding

Chidekel

2010

Cerebellum

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Current cortico-centric models of cognition lack a cohesive neuroanatomic framework that sufficiently considers overlapping levels of function, from "pathological" through "normal" to "gifted" or exceptional ability. While most cognitive theories presume an evolutionary context, few actively consider the process of adaptation, including concepts of neurodevelopment. Further, the frequent co-occurrence of "gifted" and "pathological" function is difficult to explain from a cortico-centric point of view. This comprehensive review paper proposes a framework that includes the brain's vertical organization and considers "giftedness" from an evolutionary and neurodevelopmental vantage point. We begin by discussing the current cortico-centric model of cognition and its relationship to intelligence. We then review an integrated, dual-tiered model of cognition that better explains the process of adaptation by simultaneously allowing for both stimulus-based processing and higher-order cognitive control. We consider the role of the basal ganglia within this model, particularly in relation to reward circuitry and instrumental learning. We review the important role of white matter tracts in relation to speed of adaptation and development of behavioral mastery. We examine the cerebellum's critical role in behavioral refinement and in cognitive and behavioral automation, particularly in relation to expertise and giftedness. We conclude this integrated model of brain function by considering the savant syndrome, which we believe is best understood within the context of a dual-tiered model of cognition that allows for automaticity in adaptation as well as higher-order executive control.

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Mathematical Cognition in Intellectually Precocious First Graders

Cited by 53 publications

References 67 publications

Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction

Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction

Memory abilities in generally gifted and excelling-in-mathematics adolescents

Adaptation, Expertise, and Giftedness: Towards an Understanding of Cortical, Subcortical, and Cerebellar Network Contributions

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