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Related Experiment Videos

Cognitive skills in mathematical problem solving in Grade 3.

Annemie Desoete1, Herbert Roeyers

  • 1Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, B-9000 Ghent, Belgium. anne.desoete@UGent.be

The British Journal of Educational Psychology
|April 16, 2005
PubMed
Summary

Mathematical problem solving in children involves complex cognitive skills, not just semantic processing. Findings suggest a maturational lag in children with learning disabilities, particularly in number system knowledge.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Existing research on cognitive skills and mathematical problem solving primarily focuses on adults or individuals with brain injuries.
  • Studies often overlook the specific cognitive underpinnings of mathematical problem solving in children.

Purpose of the Study:

  • To investigate the role of semantic elaboration in children's mathematical problem solving.
  • To explore the maturational lag hypothesis in children with mathematical learning disabilities.
  • To identify cognitive factors influencing mathematical abilities in young learners.

Main Methods:

  • Principal components analysis to examine the internal structure of mathematical problem-solving data.
  • Multivariate Analysis of Variance (MANOVA) to compare groups of children with and without learning disabilities.

Related Experiment Videos

  • Inclusion of 376 third graders and 107 second graders.

    • Main Results:

    • Two distinct components, semantic and non-semantic, were identified as crucial for mathematical problem solving.
    • Children with mathematical learning disabilities exhibited less developed cognitive skills compared to their peers.
    • These children did not differ from younger peers in seven out of nine cognitive skills, supporting a maturational lag.

    Conclusions:

    • Children's mathematical problem solving is multifaceted, involving more than just semantic processing.
    • Findings support the maturational lag hypothesis, suggesting developmental delays in cognitive skills.
    • Number system knowledge is a critical area to assess in children with mathematical learning disabilities.