Cognitive holding power,fluid intelligence,and mathematical achievement as predictors of children's realistic problem solving |
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| Authors: | Ziqiang Xin Li Zhang |
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| Institution: | 1. Department of Early Childhood Education, The Hong Kong Institute of Education, Hong Kong;2. Department of Psychological Studies, The Hong Kong Institute of Education, Hong Kong;1. Department of Teacher Education and Centre for Learning Research, University of Turku, 20014, Finland;2. Turku Institute for Advanced Studies and Department of Teacher Education, University of Turku, 20014, Finland;1. Department of Education, Special Education, University of Turku, Assistentinkatu 5, 20014, University of Turku, Finland;2. Department of Education, Special Education, University of Jyväskylä, P.O. Box 35, 40014 Jyväskylä, Finland;1. Tallinn University, Narva Road 25, 10120 Tallinn, Estonia;2. University of Tartu, Ülikooli Road 18, 50090 Tartu, Estonia |
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| Abstract: | The present study explored whether first and second order cognitive holding power perceived by children in mathematical classrooms, fluid intelligence, and mathematical achievement predicted their performance on standard problems, and especially realistic problems. A sample of 119 Chinese 4–6th graders were administered the word problem test, the cognitive holding power questionnaire, and Raven's standard progressive matrices. Results showed that: (1) children's fluid intelligence and general mathematical achievement significantly predicted their performance on both realistic and standard problems, however, second order cognitive holding power predicted their performance on realistic problems but not standard problems; (2) the relationship between first order cognitive holding power and children's correct answers to realistic problems was mediated by second order cognitive holding power; (3) children's performance on standard problems was significantly better than that on realistic problems, and children's performance on both types of problems improved with their grades. |
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