Journal article
Cognitive development and cognitive style as factors in mathematics achievement
Journal of educational psychology, v 72(3), pp 326-330
Jun 1980
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Abstract
Sought to provide a theoretical framework for the learning of mathematics from Piaget's theory about the development of the number concept and the theory of field dependence-independence advanced by H. A. Witkin et al (1977). The relationship between operativity on Piagetian tasks of number, classification, seriation, field dependence-independence, and mathematics achievement on concepts, computations, and applications was investigated, using 102 Ss from Grades 2-4. Results were analyzed separately within each grade for the total mathematics achievement test score, as well as for the 3 subtests consisting of mathematics concepts, computations, and applications. In all grades, field independence was related to high mathematics achievement, especially for the concepts and applications subtests. High operativity was related to high achievement in mathematics concepts only in Grade 2. (12 ref)
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Details
- Title
- Cognitive development and cognitive style as factors in mathematics achievement
- Creators
- Sheila Vaidya - Temple UniversityNorman M Chansky - Temple University
- Publication Details
- Journal of educational psychology, v 72(3), pp 326-330
- Publisher
- American Psychological Association
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:A1980JW89100006
- Scopus ID
- 2-s2.0-0039235821
- Other Identifier
- 991021893589204721
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- Web of Science research areas
- Psychology, Educational