The Interaction of Procedural Skill, Conceptual Understanding and Working Memory in Early Mathematics Achievement

The Interaction of Procedural Skill, Conceptual Understanding and Working Memory in Early Mathematics Achievement

Large individual differences in children’s mathematics achievement are observed from the start of schooling. Previous research has identified three cognitive skills that are independent predictors of mathematics achievement: procedural skill, conceptual understanding and working memory. However, mos...

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Bibliographic Details
Main Authors: Camilla Gilmore, Sarah Keeble, Sophie Richardson, Lucy Cragg
Format: Article
Language:English
Published: PsychOpen GOLD/ Leibniz Insitute for Psychology 2017-12-01
Series:Journal of Numerical Cognition
Subjects:
mathematics education
mathematical cognition
working memory
conceptual understanding
procedural skill
Online Access:http://jnc.psychopen.eu/article/view/51

Internet

http://jnc.psychopen.eu/article/view/51

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