NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students
Peer reviewed Peer reviewed
Direct linkDirect link
Namkung, Jessica M.; Fuchs, Lynn S. – Journal of Educational Psychology, 2016
The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 6 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and…
Descriptors: Predictor Variables, Numbers, Mathematics, Grade 4
The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Developmental Psychology, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Grantee Submission, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Namkung, Jessica M.; Fuchs, Lynn S. – Grantee Submission, 2015
The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 7 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and…
Descriptors: Predictor Variables, At Risk Students, Grade 4, Elementary School Students
Is Word-Problem Solving a Form of Text Comprehension?
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.; Wang, Amber Y. – Scientific Studies of Reading, 2015
This study's hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of…
Descriptors: Word Problems (Mathematics), Problem Solving, Reading Comprehension, Short Term Memory