Arithmetic Sense Predicts Mathematical Achievement Better Than Arithmetic Fluency and General Cognitive Ability

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Abstract

Cognitive psychologists and mathematics education researchers have emphasized the importance of arithmetic fluency – the use of efficient direct strategies when solving simple, conventional problems. However, comparatively little attention has been focused on arithmetic sense, which we define as the adaptive use of direct and indirect strategies when solving complex, novel problems. The current study evaluates a theory of direct and indirect strategy use in arithmetic competence and investigates whether arithmetic sense predicts mathematical achievement. Six hundred and fifty-four students in 4th and 6th grade completed a large battery of cognitive ability, arithmetic competence, and mathematical achievement tests. The central finding is that arithmetic sense is the best individual predictor of mathematical achievement in the 106 6th graders analyzed here.

Authors

• Soo-hyun Im, Teachers College, Columbia University

• Lindsay Jerome, University of Minnesota - Twin Cities

• Purav J Patel, University of Wisconsin - Madison

• Sashank Varma, University of Minnesota