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Related Concept Videos

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Verbalized arithmetic principles correlate with mathematics achievement.

Jiaxin Cui1,2,3, Li Wang1,2,4, Dawei Li5

  • 1State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.

The British Journal of Educational Psychology
|August 14, 2023
PubMed
Summary
This summary is machine-generated.

Verbalized mathematics ability, particularly understanding arithmetic principles in words, independently predicts math achievement. This skill is crucial beyond general language and symbolic math skills.

Keywords:
mathematical cognitionmathematics achievementverbalized arithmetic principleverbalized mathematics

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Mathematics Education

Background:

  • Verbalized mathematics, or expressing math in general language, has been understudied, particularly its principles.
  • Previous research focused on vocabulary or practice, often not isolating verbal math from symbolic math.
  • Little attention has been given to verbalized mathematical principles as a distinct cognitive ability.

Purpose of the Study:

  • To determine if verbalized mathematics ability independently predicts mathematics achievement.
  • To test the hypothesis that verbalized math supports math achievement separately from general language, cognitive abilities, and symbolic math skills.

Main Methods:

  • 241 undergraduates in Beijing, China, participated in the study.
  • A battery of 12 tests assessed verbalized arithmetic principles, math achievement, general language, symbolic math ability, approximate number sense, and cognitive covariates.
  • Cognitive covariates included non-verbal reasoning, syllogisms, mental rotation, figure matching, and reaction time tests.

Main Results:

  • Verbalized arithmetic principles significantly predicted mathematics achievement.
  • This predictive role remained significant even after controlling for general language, cognitive abilities, number sense, and symbolic math skills.

Conclusions:

  • Verbalized mathematics ability is an independent predictor of mathematics achievement.
  • Findings provide empirical support for the role of verbalized mathematics as a distinct component in cognitive models of mathematical ability.