id: 06074985
dt: j
an: 2012e.00205
au: Nunes, Terzinha; Bryant, Peter; Barros, Rossana; Sylva, Kathy
ti: The relative importance of two different mathematical abilities to
mathematical achievement.
so: Br. J. Educ. Psychol. 82, No. 1, 136-156 (2012).
py: 2012
pu: Wiley (Wiley-Blackwell), Oxford / Hoboken, NJ; British Psychological
Society (BPS), Leicester
la: EN
cc: C30 C80
ut: intelligence; achievement; prediction; educational practices; short term
memory; arithmetic; thinking skills; longitudinal studies; science
achievement; English; tests; primary education
ci:
li: doi:10.1111/j.2044-8279.2011.02033.x
ab: Summary: Background: Two distinct abilities, mathematical reasoning and
arithmetic skill, might make separate and specific contributions to
mathematical achievement. However, there is little evidence to inform
theory and educational practice on this matter. Aims: The aims of this
study were (1) to assess whether mathematical reasoning and arithmetic
make independent contributions to the longitudinal prediction of
mathematical achievement over 5 years and (2) to test the specificity
of this prediction. Sample: Data from Avon longitudinal study of
parents and children (ALSPAC) were available on 2,579 participants for
analyses of KS2 achievement and on 1,680 for the analyses of KS3
achievement. Method: Hierarchical regression analyses were used to
assess the independence and specificity of the contribution of
mathematical reasoning and arithmetic skill to the prediction of
achievement in KS2 and KS3 mathematics, science, and English. Age,
intelligence, and working memory (WM) were controls in these analyses.
Results: Mathematical reasoning and arithmetic did make independent
contributions to the prediction of mathematical achievement;
mathematical reasoning was by far the stronger predictor of the two.
These predictions were specific in so far as these measures were more
strongly related to mathematics than to science or English.
Intelligence and WM were non-specific predictors; intelligence
contributed more to the prediction of science than of maths, and WM
predicted maths and English equally well. Conclusions: There is clear
justification for making a distinction between mathematical reasoning
and arithmetic skills. The implication is that schools must plan
explicitly to improve mathematical reasoning as well as arithmetic
skills.
rv: