روابط توسعه دو جانبه بین محاسبات و مشکلات کلمه: یک رویکرد تغییر پنهان

The relation between 2 forms of mathematical cognition, calculations and word problems, was examined. Across grades 2–3, performance of 328 children (mean starting age 7.63 [SD = 0.43]) was assessed 3 times. Comparison of a priori latent change score models indicated a dual change model, with consistently positive but slowing growth, described development in each domain better than a constant or proportional change model. The bivariate model including change models for both calculations and word problems indicated prior calculation performance and change were not predictors of subsequent word-problem change, and prior word-problem performance and change were not predictors of subsequent calculation change. Results were comparable for boys versus girls. The bivariate model, along with correlations among intercepts and slopes, suggest calculation and word-problem development are related, but through an external set of overlapping factors. Exploratory supplemental analyses corroborate findings and provide direction for future study.