Girls' Spatial Skills and Arithmetic Strategies in First Grade as Predictors of Fifth-Grade Analytical Math Reasoning

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Autor/inn/en	Casey, Beth M.; Lombardi, Caitlin McPherran; Pollock, Amanda; Fineman, Bonnie; Pezaris, Elizabeth
Titel	Girls' Spatial Skills and Arithmetic Strategies in First Grade as Predictors of Fifth-Grade Analytical Math Reasoning
Quelle	In: Journal of Cognition and Development, 18 (2017) 5, S.530-555 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2017.1363044
Schlagwörter	Females; Arithmetic; Mathematics Instruction; Predictor Variables; Grade 1; Grade 5; Mathematical Logic; Spatial Ability; Mathematics Tests; Structural Equation Models; Elementary School Students; Elementary School Mathematics; Mathematics Achievement; Intelligence Tests; Verbal Ability; Vocabulary; Elementary Secondary Education; Achievement Tests; Foreign Countries; International Assessment; National Competency Tests; Test Reliability; Test Validity; Visual Aids; Addition; Subtraction; Algebra; Statistical Analysis; Massachusetts; Peabody Picture Vocabulary Test; Block Design Test; Wechsler Intelligence Scale for Children; Trends in International Mathematics and Science Study; National Assessment of Educational Progress; Massachusetts Comprehensive Assessment System; Vandenberg Mental Rotations Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; School year 05; 5. Schuljahr; Schuljahr 05; Mathematical logics; Mathematische Logik; Räumliches Vorstellungsvermögen; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Testreliabilität; Testvalidität; Anschauungsmaterial; Subtraktion; Statistische Analyse; Master-Studiengang
Abstract	This study investigated longitudinal pathways leading from early spatial skills in first-grade girls to their fifth-grade analytical math reasoning abilities (N = 138). First-grade assessments included spatial skills, verbal skills, addition/subtraction skills, and frequency of choice of a decomposition or retrieval strategy on the addition/subtraction problems. In fifth grade, girls were given an arithmetic fluency test, a mental rotation spatial task, and a numeric and algebra math reasoning test. Using structural equation modeling, the estimated path model accounted for 87% of the variance in math reasoning. First-grade spatial skills had a direct pathway to fifth-grade math reasoning as well as an indirect pathway through first-grade decomposition strategy use. The total effect of first-grade spatial skills was significantly higher in predicting fifth-grade math reasoning than all other predictors. First-grade decomposition strategy use had the second strongest total effect, while retrieval strategy use did not predict fifth-grade math reasoning. It was first-grade spatial skills (not fifth-grade) that directly predicted fifth-grade math reasoning. Consequently, the results support the importance of early spatial skills in predicting later math. As expected, decomposition strategy use in first grade was linked to fifth-grade math reasoning indirectly through first-grade arithmetic accuracy and fifth-grade arithmetic fluency. However, frequency of first-grade decomposition use also showed a direct pathway to fifth-grade arithmetic reasoning, again stressing the importance of these early cognitive processes on later math reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01