Resumo

STELZER, Florencia et al. Cognitive factor related to division ability in fourth grade students of primary education in Argentina. Rev. Actual. Investig. Educ [online]. 2018, vol.18, n.1, pp.478-504. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v18i1.31842.

Different studies have shown a relationship between mathematics learning and cognitive factors; however, the specific link between division and cognitive abilities has been less studied. Previous research has shown that division ability during elementary school years is one of the most important predictors’ factors of general mathematic achievement in high school. Therefore, recognizing the cognitive factors related to division is important to improve mathematic learning in high school. The aim of this study was analyzed the relationship among division, working memory, inhibition and fluid intelligence. The sample was choose by the availability of the participants and it was integrated by 135 4th grade students (ages: 9- 10) from the Argentine educational system. They were assessed inside their school during regular classes schedule using different task. The results indicate that the students with different level in the division achievement diverge between them in the cognitive variables studied (inhibition was an exception).This conclusion showed that students’ differences in division achievement were related to working memory and fluid intelligence. Those findings show a relation between intelligence and working memory and suggest that division learning could be improved by considering individual differences on those cognitive factors.

Palavras-chave : primary education; mathematical analysis; cognition.

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