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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
Published on: August 28, 2021
Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?
Lynn S Fuchs1, Douglas Fuchs, Carol L Hamlett
1Department of Special Education, Vanderbilt University.
Journal of Educational Psychology
|September 28, 2011
Summary
Mathematical difficulties in computation and problem-solving affect students similarly. Specific computational challenges link to language strengths but attention and processing weaknesses, while problem-solving issues correlate with language deficits, race, and poverty.
Area of Science:
- Cognitive psychology
- Educational psychology
- Developmental psychology
Background:
- Mathematical cognition involves distinct yet interconnected skills.
- Identifying specific patterns of difficulty is crucial for targeted interventions.
- Previous research has not fully elucidated the cognitive profiles associated with distinct mathematical difficulties.
Purpose of the Study:
- To investigate patterns of difficulty in mathematical computation and problem-solving among third graders.
- To classify students based on their performance profiles across these two domains.
- To examine the cognitive dimensions associated with specific and overlapping mathematical difficulties.
Main Methods:
- Representative sampling of 924 third graders from 89 classrooms.
- Assessment of both computational and problem-solving skills.
- Multivariate profile analysis of nine cognitive dimensions and chi-square tests on demographic data.
Main Results:
- Difficulty prevalence was similar across single domains and both domains combined.
- Specific computational difficulty was linked to language strengths, attention deficits, and slower processing speed.
- Problem-solving difficulty was associated with language deficits, race, and socioeconomic factors (poverty).
Conclusions:
- Mathematical difficulties manifest in specific cognitive profiles.
- Understanding these profiles is key for effective identification and intervention strategies.
- The findings have implications for educational practices and the diagnosis of learning disabilities in mathematics.
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