Acquisition of New Arithmetic Skills Based on Prior Arithmetic Skills: A Cross-Sectional Study in Primary School from Grade 2 to Grade 5

Autor/inn/en	Thevenot, Catherine; Tazouti, Youssef; Billard, Catherine; Dewi, Jasinta; Fayol, Michel
Titel	Acquisition of New Arithmetic Skills Based on Prior Arithmetic Skills: A Cross-Sectional Study in Primary School from Grade 2 to Grade 5
Quelle	In: British Journal of Educational Psychology, 93 (2023) 3, S.727-741 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thevenot, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12588
Schlagwörter	Arithmetic; Mathematics Instruction; Short Term Memory; Executive Function; Grade 2; Grade 3; Elementary School Students; Cognitive Ability; Numeracy; Prediction; Mathematics Achievement; Case Studies; Prior Learning; Multiplication; Subtraction; Division + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Kurzzeitgedächtnis; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Denkfähigkeit; Rechenkompetenz; Vorhersage; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Case study; Fallstudie; Case Study; Vorkenntnisse; Multiplikation; Subtraktion
Abstract	Background: In several countries, children's math skills have been declining at an alarming rate in recent years and decades, and one of the explanations for this alarming situation is that children have difficulties in establishing the relations between arithmetical operations. Aim: In order to address this question, our goal was to determine the predictive power of previously taught operations on newly taught ones above general cognitive skills and basic numerical skills. Samples: More than one hundred children in each school level from Grades 2 to 5 from various socio-cultural environments (N = 435, 229 girls) were tested. Methods: Children were assessed on their abilities to solve the four basic arithmetic operations. They were also tested on their general cognitive abilities, including working memory, executive functions (i.e., inhibition and flexibility), visual attention and language. Finally, their basic numerical skills were measured through a matching task between symbolic and nonsymbolic numerosity representations. Additions and subtractions were presented to children from Grade 2, multiplications from Grade 3 and divisions from Grade 4. Results and Conclusions: We show that addition predicts subtraction and multiplication performance in all grades. Moreover, multiplication predicts division performance in both Grades 4 and 5. Finally, addition predicts division in Grade 4 but not in Grade 5 and subtraction and division are not related whatever the school grade. These results are examined considering the existing literature, and their implications in terms of instruction are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01