A Cross-Cultural Examination of the Pathways to Mathematics Model in Adults
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The Pathways to Mathematics model demonstrated the relations among cognitive precursors and mathematical outcomes in children. In this study, I extended the model to adults and compared the model across cultures. Results showed similarities and differences in the model in relation to children. A major difference in the results for adults compared to children was that linguistic skill did not predict adults' performance on calculation, suggesting that linguistic ability is no longer related to symbolic number system knowledge in adults due to the developed ability of automatized number naming. Culture had a moderating effect on contribution of quantitative knowledge towards number line task performance, suggesting different strategy choices across culture. These findings indicate that the relative contributions of linguistic skill, quantitative knowledge, working memory, and spatial ability vary depending on the demands of specific task.
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Copyright © 2018 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
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gu-acrossculturalexaminationofthepathwaystomathematics.pdf | 2023-05-05 | Public | Download |