Abstract:
Quantitative reasoning is a fundamental skill for mathematical performance since it requires conceptual comprehension of mathematical operations. Thus, the purpose of this study was to look at the function of cognitive abilities as predecessors of arithmetic conceptual knowledge. This study included 127 third and fourth graders who were tested for two broad domain skills: working memory and phonemic awareness, as well as two narrow domain skills: number transcoding and number estimative. A quantitative reasoning exercise was also used to measure these pupils' conceptual grasp. Multiple regression analysis shows that working memory, number transcoding and number estimation are the cognitive predictors of quantitative reasoning achievement. These findings support the need of developing such abilities in children beginning in kindergarten to prevent problems and aid in the development of conceptual arithmetic learning.
Keywords:
Mathematics teaching; Mathematical reasoning; Arithmetic; Concept formation; Elementary school