Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge

Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, Sarah R. Powell, Robin F. Schumacher, Carol L. Hamlett, Emily Vernier, Jessica M. Namkung, Rose K. Vukovic

Research output: Contribution to journalArticle

48 Scopus citations

Abstract

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across Grades 2-3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, attentive behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems.

Original languageEnglish (US)
Pages (from-to)1315-1326
Number of pages12
JournalDevelopmental psychology
Volume48
Issue number5
DOIs
Publication statusPublished - Sep 1 2012

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Keywords

  • Calculations
  • Domaingeneral cognitive resources
  • Mathematics development
  • Pre-algebraic knowledge
  • Word problems

ASJC Scopus subject areas

  • Demography
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

Cite this

Fuchs, L. S., Compton, D. L., Fuchs, D., Powell, S. R., Schumacher, R. F., Hamlett, C. L., ... Vukovic, R. K. (2012). Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge. Developmental psychology, 48(5), 1315-1326. https://doi.org/10.1037/a0027475