Cognitive and Affective Correlates of Chinese Children’s Mathematical Word Problem Solving | Zendy

Juan Zhang | Zendy; Sum Kwing Cheung | Zendy; Chenggang Wu | Zendy; Yaxuan Meng | Zendy

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Cognitive and Affective Correlates of Chinese Children’s Mathematical Word Problem Solving

Author(s) -

Juan Zhang,

Sum Kwing Cheung,

Chenggang Wu,

Yaxuan Meng

Publication year - 2018

Publication title -

frontiers in psychology

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.947

H-Index - 110

ISSN - 1664-1078

DOI - 10.3389/fpsyg.2018.02357

Subject(s) - psychology , cognition , fluency , word problem (mathematics education) , mathematical problem , cognitive psychology , comprehension , mathematical anxiety , reading (process) , anxiety , working memory , verbal fluency test , reading comprehension , executive functions , word (group theory) , developmental psychology , linguistics , mathematics education , neuropsychology , philosophy , neuroscience , psychiatry

Mathematical word problem solving (MWPS) involves multiple steps, including comprehending the problem statements, determining the arithmetic operations that have to be performed, and finding the answers. This study investigated the relative contributions of different cognitive and affective variables to children’s MWPS. To achieve this goal, 116 third-grade Chinese children were tested. Results showed that after controlling for age and non-verbal intelligence, the abilities to solve direct and indirect mathematical word problems were positively correlated with the working memory component of executive function, reading comprehension ability, math fact fluency and math anxiety. Moreover, math anxiety was found to fully mediate the relationships between reading anxiety and MWPS. Implications of the findings on how to promote children’s MWPS skills were discussed.

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