Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?

By Lynn S. Fuchs, Douglas Fuchs, C. Hamlett, W. Lambert, K. Stuebing, Jack M. Fletcher. 2008

273 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability, Evaluation & Benchmarks

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Citations in the corpus

Measuring and Improving BERT’s Mathematical Abilities by Predicting the Order of Reasoning. (2021, background): “The similarity between linguistic competence and mathematics is especially pronounced when solving math word problems (Fuchs et al., 2006, 2008; Wang et al., 2016).”
The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties (2017, background): “These deficits may hinder the students’ ability to successfully solve math word problems (Andersson & Lyxell, 2007; Fuchs et al., 2008; Peake, Jiménez, Rodríguez, Bisschop, & Villarroel, 2015; Swanson, 2012, 2015).”
Experimental Intervention Studies on Word Problem Solving and Math Disabilities (2013, background): “Mathematical word problems are difficult for children of all ages because solution accuracy involves several processes beyond basic arithmetic skills (e.g., Fuchs et al., 2008; Swanson, 2006).”
Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information. (2016, unknown): “Our findings support previous work demonstrating the importance of a language in word-problem solving (e.g., Fuchs et al., 2006; Fuchs et al., 2008).”
Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010, background): “, Hale, Fiorello, Kavanagh, Hoeppner, & Gaither, 2001; Keith, 1999; McGrew, Flanagan, Keith, & Vanderwood, 1997) and the association between MD and limited oral language abilities (Fuchs et al., 2008; Proctor, Floyd, & Shaver, 2005).”
The Predictive Utility of Kindergarten Screening for Math Difficulty (2010, background): “If aspects of mathematical knowledge involve separate abilities, as some research suggests (Fuchs et al., 2008), then pinpointing the area of difficulty for students yields valuable information for instructional purposes.”
The effects of problem-posing intervention types on elementary students’ problem-solving (2018, background): “Several positive outcomes attributed to problems posing include mathematical fluency (Poncy, Skinner, and Jaspers 2007; Fuchs et al. 2008), mathematical reasoning (Greeno and Simon 1984), and deeper conceptual and procedural understanding (Lesh and Harel 2003).”
Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. (2010, background): “…span tasks donot consistently differentiate between children with and without math difficulties (Reukhala, 2001; Siegel & Ryan, 1989; Swanson & Beebe-Frankenberger, 2004; van der Sluis, van der Leij, & de Jong, 2005 vs. D'Amico & Guarnera, 2005; Fuchs et al., 2008; Passolunghi & Cornoldi, 2008).”
Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students With Mathematics Difficulties (2013, background): “Although previous research has demonstrated the efficacy of SBI compared with an untutored control condition (e.g., Fuchs et al., 2008) or traditional problemsolving instruction (e.g., Jitendra et al., 1998), we are not sure whether either or both treatment conditions in the present study were…”
Improving At-Risk Learners' Understanding of Fractions (2013, background): “The role of individual differences in listening comprehension has been demonstrated for whole-number word problems but not calculations (e.g., Fuchs et al., 2008; Fuchs, Geary, Compton, Fuchs, Hamlett, & Bryant, 2010; Fuchs, Geary, Compton, Fuchs, Hamlett, Seethaler, et al., 2010; H. L. Swanson &…”