Learning and solving algebra word problems: The roles of relational skills, arithmetic, and executive functioning.

Although algebra is a prerequisite for higher mathematics, few studies have examined the mathematical and cognitive capabilities that contribute to the development of algebra word problems solving skills. We examined changes in these relations from second to ninth grades. Using a cross-sequential design that spanned 4 years, children from 3 cohorts (Mage = 7.

The cognitive underpinnings of emerging mathematical skills: executive functioning, patterns, numeracy, and arithmetic.

Background: Exposure to mathematical pattern tasks is often deemed important for developing children's algebraic thinking skills. Yet, there is a dearth of evidence on the cognitive underpinnings of pattern tasks and how early competencies on these tasks are related to later development.

Aims: We examined the domain-specific and domain-general determinants of performances on pattern tasks by using (a) a standardized test of numerical and arithmetic proficiency and (b) measures of executive functioning, respectively.

Strategic differences in algebraic problem solving: neuroanatomical correlates.

In this study, we built on previous neuroimaging studies of mathematical cognition and examined whether the same cognitive processes are engaged by two strategies used in algebraic problem solving. We focused on symbolic algebra, which uses alphanumeric equations to represent problems, and the model method, which uses pictorial representation. Eighteen adults, matched on academic proficiency and competency in the two methods, transformed algebraic word problems into equations or models, and validated presented solutions.

Working memory and literacy as predictors of performance on algebraic word problems.

Previous studies on individual differences in mathematical abilities have shown that working memory contributes to early arithmetic performance. In this study, we extended the investigation to algebraic word problem solving. A total of 151 10-year-olds were administered algebraic word problems and measures of working memory, intelligence quotient (IQ), and reading ability.