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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/35019

Title: Understanding arithmetic concepts: The role of domain-specific and domain-general skills
Authors: Gilmore, Camilla K.
Clayton, Sarah
Cragg, Lucy
McKeaveney, Clare
Simms, Victoria
Johnson, Samantha
Keywords: Mathematical cognition
Conceptual understanding
Domain-general skills
Number line task
Issue Date: 2018
Publisher: © The authors. Published by Public Library of Science (PLoS)
Citation: GILMORE, C.K. ... et al., 2018. Understanding arithmetic concepts: The role of domain-specific and domain-general skills. PLoS ONE, 13(9): e0201724.
Abstract: A large body of research has identified cognitive skills associated with overall mathematics achievement, focusing primarily on identifying associates of procedural skills. Conceptual understanding, however, has received less attention, despite its importance for the development of mathematics proficiency. Consequently, we know little about the quantitative and domain-general skills associated with conceptual understanding. Here we investigated 8 – 10-year-old children’s conceptual understanding of arithmetic, as well as a wide range of basic quantitative skills, numerical representations and domain-general skills. We found that conceptual understanding was most strongly associated with performance on a number line task. This relationship was not explained by the use of particular strategies on the number line task, and may instead reflect children’s knowledge of the structure of the number system. Understanding the skills involved in conceptual learning is important to support efforts by educators to improve children’s conceptual understanding of mathematics.
Description: This is an Open Access Article. It is published by PLoS under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/
Version: Published version
DOI: 10.1371/journal.pone.0201724
URI: https://dspace.lboro.ac.uk/2134/35019
Publisher Link: https://doi.org/10.1371/journal.pone.0201724
Related Resource: https://doi.org/10.17028/rd.lboro.5446561
ISSN: 1932-6203
Appears in Collections:Published Articles (Mathematics Education Centre)

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