The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude...

Area of Science:

• Cognitive Psychology
• Mathematics Education
• Developmental Psychology

Background:

• Decimal magnitude understanding is foundational for mathematical learning.
• At-risk students often face challenges in developing numerical concepts.
• Individual cognitive differences may influence decimal understanding.

Purpose of the Study:

• To investigate the relationship between cognitive abilities and decimal magnitude understanding in at-risk 4th graders.
• To examine how different decimal labeling strategies relate to decimal magnitude understanding.
• To identify cognitive predictors of effective decimal labeling.

Main Methods:

• 127 at-risk 4th graders completed cognitive assessments (language comprehension, nonverbal reasoning, concept formation, working memory) and decimal labeling tasks.
• Decimal magnitude understanding was measured using tasks involving fraction benchmarks, number line estimation, and fraction-decimal equivalencies.
• Correlational analyses examined relationships between cognitive abilities, labeling strategies, and decimal magnitude understanding.

Main Results:

• Domain-general cognitive abilities significantly predicted decimal magnitude understanding.
• Using place value labels positively correlated with decimal magnitude understanding.
• Using whole-number labels negatively correlated with decimal magnitude understanding.
• Language comprehension, nonverbal reasoning, and concept formation were linked to using place value labels.
• Language comprehension and nonverbal reasoning were negatively correlated with using whole-number labels.

Conclusions:

• Cognitive skills are vital for at-risk students' decimal magnitude understanding.
• Instruction should promote place value labeling and address cognitive skill deficits.
• Targeted interventions can improve decimal understanding in vulnerable student populations.