Cognitive Level of Development and Mathematical Fluency of First Grade Children

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dc.contributor.advisorDavis, Barbara H.
dc.contributor.authorWubbena, Zane C.
dc.contributor.committeeMemberBoss, Bethen_US
dc.contributor.committeeMemberCrawford, Priscilla A.en_US
dc.date.accessioned2012-02-01T17:46:27Z
dc.date.available2012-02-01T17:46:27Z
dc.date.issued2010-12
dc.description.abstractThis study was designed to investigate the cognitive level of development and mathematical fluency of first grade children. A total of (N=100) 6- and 7-year-olds from two low socioeconomic level elementary schools participated in this study. Piaget’s conservation-of-liquid task was administered to children to determine their cognitive level of development. The fixed factor was the between-subjects variable group, which included (n=50) conserving and (n=50) nonconserving children in the first grade. The research hypotheses were addressed by using a MANOVA with the two dependent variables addition fluency and subtraction fluency. A counterbalanced method was employed to administer two separate single-skill math fact probes for two minutes to measure addition and subtraction fluency. The results indicated a highly significant effect on addition fluency and subtraction fluency (both p’s < .001) as a factor of conservation ability with neither addition nor subtraction having a substantial advantage over the other. The covariate of age had a separate effect on mathematical fluency above and beyond cognitive level of development. The covariates race and gender had no effect on fluency. As indicated in this study, cognitive level of development was not a grade-level-based designation; levels of cognitive development were characterized by different abilities in mathematical fluency.
dc.description.departmentCurriculum and Instruction
dc.formatText
dc.format.extent88 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationWubbena, Z. C. (2010). <i>Cognitive level of development and mathematical fluency of first grade children</i> (Unpublished thesis). Texas State University-San Marcos, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/2444
dc.language.isoen
dc.subjectPiagetian theory
dc.subjectConservation
dc.subjectCognitive development
dc.subjectGrade 1
dc.subjectElementary school mathematics
dc.subjectAddition
dc.subjectSubtraction
dc.subjectMathematics achievement
dc.titleCognitive Level of Development and Mathematical Fluency of First Grade Children
dc.typeThesis
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineElementary Education
thesis.degree.grantorTexas State University-San Marcos
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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