Predictors of arithmetical achievement in primary education 4th-graders

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Published: Sep 27, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v3.497
Keywords:
Arithmetical achievement primary education cognitive processes

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Valentin Iglesias-Sarmiento
Universidad de Vigo
Sonia Alfonso Gil
Universidad de Vigo
Ángeles Conde Rodríguez
Universidad de Vigo
Manuel Deaño Deaño
Universidad de Vigo

Abstract

In this investigation, the cognitive mechanisms underlying arithmetical achievement in Primary Education 4th-graders were analyzed. For this purpose, using the Digit Span test of the WISC-R and the scales from the batteries D.N:CAS and BANEVHAR, the performance in verbal memory, processing speed, planning, simultaneous and successive processing, attention, and numeric competence was assessed in 74 students. The correlational analyses showed that, except for planning, all the variables selected were significantly related to arithmetical achievement. Simultaneous and number processing emerged as predictors of arithmetical performance in the hierarchical regression analysis carried out.

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Iglesias-Sarmiento, V., Alfonso Gil, S., Conde Rodríguez, Ángeles, & Deaño Deaño, M. (2014). Predictors of arithmetical achievement in primary education 4th-graders. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 223–232. https://doi.org/10.17060/ijodaep.2014.n1.v3.497
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Vol. 3 No. 1 (2014): EDUCATIONAL DIFFICULTIES
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Articles
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