Mathematical development: the role of broad cognitive processes

Calderón-Tena, Carlos O.

doi:10.1080/02667363.2015.1114468

Cited by 7 publications

(1 citation statement)

References 40 publications

(38 reference statements)

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“…Thus, their disadvantage for calculation ability was less than that for problem-solving. This may be because calculation is relatively simple in that it can be completed through memory retrieval and improved through frequent practice (Calderón, 2016). In contrast, problem solving is more complex and difficult, requires a wide range of knowledge, and a deeper conceptual understanding (Passolunghi et al, 2018; Step 1…”

Section: Discussionmentioning

confidence: 99%

Language Ability Accounts for Ethnic Difference in Mathematics Achievement

Cui

Lv²,

Du³

et al. 2022

Front. Psychol.

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The mathematics achievement of minority students has always been a focal point of educators in China. This study investigated the differences in mathematics achievement between Han and minority pupils to determine if there is any cognitive mechanism that can account for the discrepancy. We recruited 236 Han students and 272 minority students (including Uygur and Kazak) from the same primary schools. They were tested on mathematics achievement, language abilities, and general cognitive abilities. The results showed that Han pupils had better mathematics achievement scores and better Chinese language ability than minority students. After controlling for age, gender, and general cognitive abilities, there were still significant differences in mathematics achievement between Han and minority students. However, these differences disappeared after controlling for language ability. These results suggest that the relatively poor levels of mathematics achievement observed in minority students is related to poor Chinese language skills.

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Section: Discussionmentioning

confidence: 99%

Language Ability Accounts for Ethnic Difference in Mathematics Achievement

Cui

Lv²,

Du³

et al. 2022

Front. Psychol.

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Typical Mathematical Education Cannot Predict Non‐Verbal Number Sense

Cui,

Zhang,

Zhou

et al. 2024

Applied Cognitive Psychology

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Formal education would promote symbolic number processing ability, but the relationship between non‐symbolic number sense and mathematical education remains controversial. The current investigation hypothesized that non‐symbolic number sense is independent from the limited human experience of mathematical education, while symbolic number processing could be influenced by related closely to mathematical education. Experiment 1 compared both non‐symbolic number sense and arithmetic computation of undergraduates majoring in STEM fields and humanities. Experiment 2 compared homologous undergraduates from China and Kyrgyzstan in non‐symbolic number sense and mathematical cognitive processing. Both of two experiments found that mathematical education was significantly associated with symbolic mathematics, but not with non‐symbolic number sense. The results suggest that while mathematical education might improve symbolic mathematics, it does not alter non‐symbolic number sense.

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Directions of intentionalities in special needs education in mathematics

2020

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This article builds upon a systematic review of 53 articles in international research journals and makes three main contributions. First, it develops a method for identifying motives, values, and assumptions in research by analysing segments of text in journal articles. Second, it represents a reflective account of research within the field of mathematics education. Third, it captures the ongoing directions of intentionalities inherent in the diverse field of special education mathematics and, thereby, some of the characteristics of the core issues in this field. Three directions of intentionalities were identified: towards teachers and teaching competence, towards enhanced mathematical achievement, and towards every student's learning. The results indicate that each direction has specific limitations and potentials. In order to improve special education mathematics, we recommend that researchers and practitioners remain broadly informed and involved in all three directions of intentionalities.

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Mathematical development: the role of broad cognitive processes

Cited by 7 publications

References 40 publications

Language Ability Accounts for Ethnic Difference in Mathematics Achievement

Language Ability Accounts for Ethnic Difference in Mathematics Achievement

Typical Mathematical Education Cannot Predict Non‐Verbal Number Sense

Directions of intentionalities in special needs education in mathematics

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