語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Cognitive factors influencing the ma...
~
Whang, Patricia Ann.
FindBook
Google Book
Amazon
博客來
Cognitive factors influencing the mathematics achievement of 4th, 5th, and 6th grade Chinese-American students.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Cognitive factors influencing the mathematics achievement of 4th, 5th, and 6th grade Chinese-American students./
作者:
Whang, Patricia Ann.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 1991,
面頁冊數:
72 p.
附註:
Source: Dissertation Abstracts International, Volume: 53-05, Section: A, page: 1437.
Contained By:
Dissertation Abstracts International53-05A.
標題:
Mathematics education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9228911
Cognitive factors influencing the mathematics achievement of 4th, 5th, and 6th grade Chinese-American students.
Whang, Patricia Ann.
Cognitive factors influencing the mathematics achievement of 4th, 5th, and 6th grade Chinese-American students.
- Ann Arbor : ProQuest Dissertations & Theses, 1991 - 72 p.
Source: Dissertation Abstracts International, Volume: 53-05, Section: A, page: 1437.
Thesis (Ph.D.)--University of California, Berkeley, 1991.
The present study investigates the nature of mathematical ability. This is accomplished by using Kyllonen and Christal's (1989) framework, which distinguishes between mediator and enabler variables, for identifying pervasive sources of variance in cognitive tasks. The findings indicate that several well established findings in the mental and verbal ability domains are also applicable to the mathematics domain. More specifically, students high in mathematical ability performed significantly better than those low in ability on measures of mediator (i.e., speed of processing, working memory capacity) and enabler variables (i.e., knowledge base characteristics). It also appears that the mediator and enabler variables most related to mathematics achievement are general mental ability, language achievement, automatization of basic arithmetic facts, and memory capacity. Together, these variables account for 70.20 percent of the variance in mathematics achievement. As expected, general mental ability is the main predictor, accounting for slightly more than half of the variance predicted by the variables that contributed significantly to $R\sp2$. Together, however, the other variables predict about as much variance in mathematics achievement as general mental ability. This suggests their importance in mathematics achievement. In sum, the framework used in this study encompasses a wider range of variables than those used in the past, because elementary processes related to the acquisition of knowledge and the knowledge one has already acquired are examined in relation to cognitive ability. Traditionally, researchers have focused on either the more elementary aspects of task performance or the more complex knowledge base components. The use of both may explain why such a high percentage of variance was accounted for by the various measures. Thus, future studies should explore the relationship between mathematical ability and other types of elementary processes, in order to get a fuller picture of the variables that influence mathematical performance.Subjects--Topical Terms:
641129
Mathematics education.
Cognitive factors influencing the mathematics achievement of 4th, 5th, and 6th grade Chinese-American students.
LDR
:03003nmm a2200277 4500
001
2123174
005
20171002064919.5
008
180830s1991 ||||||||||||||||| ||eng d
035
$a
(MiAaPQ)AAI9228911
035
$a
AAI9228911
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Whang, Patricia Ann.
$3
3285124
245
1 0
$a
Cognitive factors influencing the mathematics achievement of 4th, 5th, and 6th grade Chinese-American students.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
1991
300
$a
72 p.
500
$a
Source: Dissertation Abstracts International, Volume: 53-05, Section: A, page: 1437.
500
$a
Chair: Arthur R. Jensen.
502
$a
Thesis (Ph.D.)--University of California, Berkeley, 1991.
520
$a
The present study investigates the nature of mathematical ability. This is accomplished by using Kyllonen and Christal's (1989) framework, which distinguishes between mediator and enabler variables, for identifying pervasive sources of variance in cognitive tasks. The findings indicate that several well established findings in the mental and verbal ability domains are also applicable to the mathematics domain. More specifically, students high in mathematical ability performed significantly better than those low in ability on measures of mediator (i.e., speed of processing, working memory capacity) and enabler variables (i.e., knowledge base characteristics). It also appears that the mediator and enabler variables most related to mathematics achievement are general mental ability, language achievement, automatization of basic arithmetic facts, and memory capacity. Together, these variables account for 70.20 percent of the variance in mathematics achievement. As expected, general mental ability is the main predictor, accounting for slightly more than half of the variance predicted by the variables that contributed significantly to $R\sp2$. Together, however, the other variables predict about as much variance in mathematics achievement as general mental ability. This suggests their importance in mathematics achievement. In sum, the framework used in this study encompasses a wider range of variables than those used in the past, because elementary processes related to the acquisition of knowledge and the knowledge one has already acquired are examined in relation to cognitive ability. Traditionally, researchers have focused on either the more elementary aspects of task performance or the more complex knowledge base components. The use of both may explain why such a high percentage of variance was accounted for by the various measures. Thus, future studies should explore the relationship between mathematical ability and other types of elementary processes, in order to get a fuller picture of the variables that influence mathematical performance.
590
$a
School code: 0028.
650
4
$a
Mathematics education.
$3
641129
650
4
$a
Educational psychology.
$3
517650
690
$a
0280
690
$a
0525
710
2
$a
University of California, Berkeley.
$3
687832
773
0
$t
Dissertation Abstracts International
$g
53-05A.
790
$a
0028
791
$a
Ph.D.
792
$a
1991
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9228911
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9333786
電子資源
01.外借(書)_YB
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入