Calculation and word problem-solving skills in primary grades - Impact of cognitive abilities and longitudinal...

Area of Science:

• Educational Psychology
• Developmental Psychology

Background:

• Foundational primary school math skills are essential for future academic achievement.
• Complex mathematical tasks appear to necessitate enhanced self-regulation abilities.

Purpose of the Study:

• To examine the longitudinal relationships between calculation and problem-solving skills and task persistence.
• To investigate the influence of non-verbal intelligence, linguistic abilities, and executive functioning on math skills and task persistence.

Main Methods:

• Longitudinal study involving 864 primary school students in Estonia, tested in Grade 1 and Grade 3.
• Assessed calculation, problem-solving, teacher-rated task persistence, non-verbal intelligence, linguistic abilities, and executive functioning.
• Employed cross-lagged structural equation modeling to analyze interrelations.

Main Results:

• Calculation skills were influenced by prior math skills and linguistic abilities.
• Problem-solving skills were linked to non-verbal intelligence, executive functioning, and task persistence.
• Task persistence in Grade 3 was predicted by earlier problem-solving skills, linguistic abilities, and executive functioning.

Conclusions:

• Math skills and self-regulation are significantly interconnected in early primary grades.
• Mastering complex math problems requires children to utilize executive functioning and task persistence.
• Educational strategies supporting self-regulation may enhance the acquisition of complex, domain-specific skills.