The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving Versus Prealgebraic Knowledge

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The purpose of this study was to examine child-level pathways in the development of prealgebraic knowledge versus word-problem solving, evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; M = 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at the start of grade 2; calculation accuracy and calculation fluency at the end of grade 2; and prealgebraic knowledge and word-problem solving at the end of grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than it is for prealgebraic knowledge. The authors conclude that pathways in the development of these forms of 4th-grade mathematics performance are more alike than they are different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students’ foundational mathematics skills or cognitive processes.

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