Gilmore,Keeble,Richardson&Cragg_ZDM(2015).pdf (404.36 kB)
The role of cognitive inhibition in different components of arithmetic.
journal contribution
posted on 2015-03-13, 14:26 authored by Camilla GilmoreCamilla Gilmore, Sarah Keeble, Sophie Richardson, Lucy CraggResearch has established that executive functions, the skills required to monitor and control thought and action, are related to achievement in mathematics. Until recently research has focused on working memory, but studies are beginning to show that inhibition skills—the ability to suppress distracting information and unwanted responses—are also important for mathematics. However, these studies employed general mathematics tests and therefore are unable to pinpoint how inhibition skills relate to specific components of mathematics. We explored how inhibition skills are related to overall achievement as well as factual, procedural and conceptual knowledge in 209 participants aged 11–12, 13–14 and adults. General mathematics achievement was more strongly related to inhibition measured in numerical compared with non-numerical contexts. Inhibition skills were related to conceptual knowledge in older participants, but procedural skills in younger participants. These differing relationships can shed light on the mechanisms by which inhibition is involved in mathematics.
Funding
ESRC - Skills Underlying Mathematics RES-062-23-3280
History
School
- Science
Department
- Mathematics Education Centre
Published in
ZDM - The International Journal on Mathematics EducationCitation
GILMORE, C.K. ... et al., 2015. The role of cognitive inhibition in different components of arithmetic. ZDM Mathematics Education, available 10 Jan 2015, DOI: 10.1007/s11858-014-0659-yPublisher
© The Author(s). This article is published with open access at Springerlink.comVersion
- VoR (Version of Record)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) licence. Full details of this licence are available at: http://creativecommons.org/licenses/by/3.0/Publication date
2015Notes
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.ISSN
1863-9690eISSN
1863-9704Publisher version
Language
- en
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