The dual processes hypothesis in mathematics performance: Beliefs, cognitive reflection, working memory and reasoning

Chacón, Inés María Gómez; García-Madruga, Juan A.; Vila, José Óscar; Elosúa, M. Rosa; Rodríguez, Raquel

doi:10.1016/j.lindif.2013.10.001

Cited by 34 publications

(24 citation statements)

References 16 publications

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“…These perspectives provide fresh views on learning processes and have done much to reach a deeper understanding of the obstacles involved. Findings reveal that students' cognitive reflection, as a metacognitive variable, their beliefs about mathematics, and their self-efficacy, are all correlated positively and significantly with mathematical achievement (Gómez-Chacón et al 2014). There is also evidence that metacognition impacts positively on learning strategies which in turn influences achievement (Griese et al 2011).…”

Section: Learning Strategies Learning Strategies As Indications For Lmentioning

confidence: 99%

Refining questionnaire-based assessment of STEM students’ learning strategies

2015

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Background: Learning strategies are considered a key aspect for academic performance not only for science, technology, engineering and mathematics (STEM) students. Refining their assessment thus constitutes a worthwhile research purpose. The aim of this study is to examine the 69-item LIST questionnaire (ZDDP 15:185-200, 1994) with the aim of shortening it while keeping its factor structure and thus its potential for describing learning behaviour and for identifying significant changes therein. This includes exploring if reduced scales remain internally reliable, both in terms of reliability measures and content, and to examine if they stay sensitive enough to capture developments in a pre-post design. Results: Our cohorts consist of STEM students (N = 2374) from different engineering courses at Ruhr-Universität Bochum in Germany, typically predominantly males, some with insufficient background in mathematics or non-native speakers of German. The data was analysed using various statistic methods, e.g. reliability measurement and confirmatory factor analysis. Our findings show that about half of the original items (36 out of 69) are sufficient, reliability holds (Cronbach's α > 0.7) and more variance is explained (56.17 % as compared to 45.65 %). Most content-related changes occurring when eliminating so many items survive critical scrutiny. Conclusions: The study shows that it is possible to refine and considerably shorten the LIST questionnaire to the effect that all but one factor are kept intact. This will simplify future research enormously. Furthermore, the refined factor structure suggests reconsidering the postulate of metacognition as an easily accessed facet of learning behaviour-thus implying promising research perspectives.

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Section: Learning Strategies Learning Strategies As Indications For Lmentioning

confidence: 99%

Refining questionnaire-based assessment of STEM students’ learning strategies

2015

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“…Dual process theorists agree that abstract and hypothetical System 2 processes can guide our reasoning on specific tasks toward normative answers, whereas System 1 processes have a mayor influence on everyday judgement. The role of dual processes of thinking in education, and particularly the capacity of the Cognitive Reflection Test (Frederick, 2005 ) to predict academic achievement, have been demonstrated by Gómez-Chacón et al ( 2014 ) within the field of mathematics. According to these authors, the dual processes approach has direct application to mathematical learning.…”

Section: Introductionmentioning

confidence: 99%

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School

et al. 2018

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Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school.

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“…Hence the importance of characterising such dual processes. The understanding of individuals' deductive capacities, based on the development of the explicit and analytical semantic processes characteristic of System 2, must be stressed, along with the enhancement of the capacity to inhibit replies originating in the superficial, heuristic and tactical processes characteristic of System 1 (see Stanovich & West, 2000;Gómez-Chacón et al, 2014). The present authors believe that this dual perspective of mathematical reasoning is directly applicable to schooling, for it directs teachers' attention to two basic educational aims: to further in-depth understanding of mathematical concepts and to inhibit superficial processes and strategies that lead to error.…”

Section: Discussionmentioning

confidence: 99%

“…A substantial proportion of mathematical education studies have (explicitly or implicitly) addressed the relationships between intuitive and analytical thinking (Fischbein, 1987;Stavy &Tirosh, 2000;Vinner, 1997). Conceptual mathematical errors have been attributed in several studies to the divide between students' intuition and the formal thinking required in mathematics (Leron & Hazzan, 2006, 2009Gómez-Chacón et al, 2014;Gillard, et al, 2009).…”

Section: Theory Integrationmentioning

confidence: 99%

Understanding the Algebraic Variable: Comparative Study of Mexican and Spanish Students

Álvarez

Chacón

Ursini

2015

EURASIA J MATH SCI T

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Students' difficulty in learning and suitably understanding the concept of the algebraic variable has been studied with a number of tools and documented for several populations. Little research has been conducted, however, using the same tool to explore understanding of the notion among populations from different countries in an attempt to establish similarities and differences in levels of achievement and difficulties. This article discusses the findings of a survey applying a questionnaire designed for use with the 3UV model, a theoretical-methodological tool for analysing the understanding of algebraic variables and their various usages (as specific unknown, as general number, functional). Comparisons were drawn of the results of a survey of a population comprising 184 ninth-year students, 92 in Spain and 92 in Mexico, and 82 Mexican and 85 Spanish eleventh-year students, all from medium-lower income families and attending public schools. The results obtained revealed similarities and differences among the groups, providing evidence of the strengths and weaknesses of the education system of each country.

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The dual processes hypothesis in mathematics performance: Beliefs, cognitive reflection, working memory and reasoning

Cited by 34 publications

References 16 publications

Refining questionnaire-based assessment of STEM students’ learning strategies

Refining questionnaire-based assessment of STEM students’ learning strategies

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School

Understanding the Algebraic Variable: Comparative Study of Mexican and Spanish Students

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