The Mathematical Education (한국수학교육학회지시리즈A:수학교육)
- Volume 46 Issue 4
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- Pages.483-492
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- 2007
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- 1225-1380(pISSN)
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- 2287-9633(eISSN)
The Relationship between Cognitive Processes and Mathematical Achievement
학습자의 인지과정과 수학성취도의 관계
Abstract
The purpose of this study was to investigate the relation between the cognitive processes and the mathematical achievement of the 4th grade students. And according to the several studies, there were significant relation between cognitive processes and achievement. Based on the PASS(Planning-Attention-Simultaneous-Successive Processes) Model presented by Das and Naglieri, four cognitive process variables were selected. The results of this study as follows. First, there was not significant relation between attention and mathematical achievement. Second, there was significant relation between planning and mathematical achievement. Third, there was significant relation between simultaneous/successive processes and mathematical achievement. Fourth, the students who got higher scores in the two types (simultaneous/successive)of information processing had more mathematical achievement. Specially, the students who got higher scores in the type of simultaneous information processing had higher scores in mathematical achievement. These results indicated that planning and simultaneous information processing had influence on the mathematical achievement.
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