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Children’s solving of mathematical word problems: the contribution of working memory

Nina Pavlin-Bernardić   ORCID icon orcid.org/0000-0002-8194-5668 ; Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb

Puni tekst: engleski, pdf (633 KB) str. 35-43 preuzimanja: 821* citiraj
APA 6th Edition
Pavlin-Bernardić, N. (2008). Children’s solving of mathematical word problems: the contribution of working memory. Review of psychology, 15 (1-2), 35-43. Preuzeto s https://hrcak.srce.hr/40663
MLA 8th Edition
Pavlin-Bernardić, Nina. "Children’s solving of mathematical word problems: the contribution of working memory." Review of psychology, vol. 15, br. 1-2, 2008, str. 35-43. https://hrcak.srce.hr/40663. Citirano 15.10.2019.
Chicago 17th Edition
Pavlin-Bernardić, Nina. "Children’s solving of mathematical word problems: the contribution of working memory." Review of psychology 15, br. 1-2 (2008): 35-43. https://hrcak.srce.hr/40663
Harvard
Pavlin-Bernardić, N. (2008). 'Children’s solving of mathematical word problems: the contribution of working memory', Review of psychology, 15(1-2), str. 35-43. Preuzeto s: https://hrcak.srce.hr/40663 (Datum pristupa: 15.10.2019.)
Vancouver
Pavlin-Bernardić N. Children’s solving of mathematical word problems: the contribution of working memory. Review of psychology [Internet]. 2008 [pristupljeno 15.10.2019.];15(1-2):35-43. Dostupno na: https://hrcak.srce.hr/40663
IEEE
N. Pavlin-Bernardić, "Children’s solving of mathematical word problems: the contribution of working memory", Review of psychology, vol.15, br. 1-2, str. 35-43, 2008. [Online]. Dostupno na: https://hrcak.srce.hr/40663. [Citirano: 15.10.2019.]

Sažetak
The aim of this study was to examine the contribution of working memory to children’s solving of change and compare word problems. First- to fourth-grade primary school students (N=283) participated in the study. Two working memory measures were used: backwards digit span and listening span. On the whole sample, both predictors significantly explained the achievement variance in compare problems. For change problems, the results were different for younger and older students. For first and second grade students the achievement in listening span task was a significant predictor of the achievement in change problems, while the achievement in backward digit span task was not a significant predictor. However, for third and fourth grade students, none of the predictors were significant. The results confirmed the assumptions of theories which emphasize the importance of linguistic factors in solving mathematical word problems.

Ključne riječi
change problems; compare problems; working memory span; primary school students

Hrčak ID: 40663

URI
https://hrcak.srce.hr/40663

Posjeta: 1.061 *