Page 78 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

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Chapter 3
Abstract
This study is conducted to further understand the direct and indirect contributions of executive functioning (visuospatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth grade children. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the development in mathematical problem-solving during the course of grade 4 was analyzed, only arithmetic fluency directly and strongly contributed to children’s problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to the children’s problem-solving at the end of grade 4 via their arithmetic fluency. Arithmetic fluency plays a critical role and continues to do this in mathematical problem-solving. Building a solid mathematical foundation during the early elementary years is therefore necessary in teaching mathematics. Furthermore, a decline in importance for visuospatial updating and verbal updating and increasing importance of inhibition and shifting (in combination with inhibition) were found with regard to children’s ability to solve mathematical problems during grade 4. Teachers could consider the role of specific executive functions that might help children to solve mathematical problems and could provide appropriate support to children when teaching mathematics.