000			01673nam a22001577a 4500
005			20230718103459.0
008			230718b ph ||||| |||| 00| 0 eng d
040			_cOCT
240			_aThe Elementary School Journal / _hDecember 2022
245			_aThe roles of arithmetic fluency and executive functioning in mathematical problem-solving / _cJarise Kaskens, Sui Lin Goei, Johannes E. H. Van Luit, Ludo Verhoeven & Eliane Segers
260			_aChicago Press : _bThe University of Chicago Press, _c2022
300			_aVol 123 (2) : pages 271-291
500			_aABSTRACT :This study is conducted to further understand the direct and indirect contributions of executive functioning (visuo-spatial updating, verbal updating, inhibition, shifting ) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the growth in mathematical problem-solving during grade -4 and strongly contributed to students problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to mathematical 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. Furthermore, a decline in importance of visuospatial and verbal updating and increasing importance of inhibition and shifting (Combined with inhibition_ were found with regard to students' ability to solve mathematical problems during grade 4.
653			_aArithmetic fluency
942			_2ddc _cCR _n0
999			_c8867 _d8867