Understanding the role of reasoning ability in mathematical achievement

Caren Frosch, Victoria Simms

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

A theoretical link between reasoning and mathematical abilityhas been supported by some recent empirical evidence. Weargue that some of this evidence is indirect and measureselection may have influenced this relationship. We reportone study in which mathematical ability was measured usinga fluency and a calculation measure (Wood-cock Johnson-III,2001) and reasoning ability was measured using the extendedcognitive reflection test (Toplack, West & Stanovich, 2014)and a belief bias conditional reasoning task. Results from 68undergraduate students suggest that mathematical ability ispredicted by performance on the cognitive reflection test butnot conditional reasoning performance. We discuss theimplications of these findings for research on the link betweenmathematical ability and reasoning skills.
LanguageEnglish
Title of host publicationUnknown Host Publication
Number of pages6
Publication statusPublished - 14 Sep 2015
EventEuroAsianPacific Joint Conference on Cognitive Science -
Duration: 14 Sep 2015 → …

Conference

ConferenceEuroAsianPacific Joint Conference on Cognitive Science
Period14/09/15 → …

Fingerprint

Empirical evidence
Wood

Keywords

  • Mathematics
  • reasoning
  • cognitive reflection

Cite this

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title = "Understanding the role of reasoning ability in mathematical achievement",
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Frosch, C & Simms, V 2015, Understanding the role of reasoning ability in mathematical achievement. in Unknown Host Publication. EuroAsianPacific Joint Conference on Cognitive Science, 14/09/15.

Understanding the role of reasoning ability in mathematical achievement. / Frosch, Caren; Simms, Victoria.

Unknown Host Publication. 2015.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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AB - A theoretical link between reasoning and mathematical abilityhas been supported by some recent empirical evidence. Weargue that some of this evidence is indirect and measureselection may have influenced this relationship. We reportone study in which mathematical ability was measured usinga fluency and a calculation measure (Wood-cock Johnson-III,2001) and reasoning ability was measured using the extendedcognitive reflection test (Toplack, West & Stanovich, 2014)and a belief bias conditional reasoning task. Results from 68undergraduate students suggest that mathematical ability ispredicted by performance on the cognitive reflection test butnot conditional reasoning performance. We discuss theimplications of these findings for research on the link betweenmathematical ability and reasoning skills.

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