Deconstructing Mathematics Computation Fluency: Does Handwriting Matter?

Abstract Math computation is a foundational skill for students developing higher-level mathematics problem-solving skills and represents a primary deficit for students struggling in mathematics. Students with mathematics difficulties also tend to have difficulties with other executive functions. One...
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Autor*in:	Hall, Garret J. [verfasserIn] Truckenmiller, Adrea J. Eckert, Tanya L.

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	Mathematics computation Mathematics fact fluency Handwriting fluency

Anmerkung:	© The Author(s), under exclusive licence to California Association of School Psychologists 2022

Übergeordnetes Werk:	Enthalten in: Contemporary school psychology - New York, NY [u.a.] : Springer, 1996, 27(2022), 3 vom: 16. Feb., Seite 458-468
Übergeordnetes Werk:	volume:27 ; year:2022 ; number:3 ; day:16 ; month:02 ; pages:458-468

Links:	Volltext

DOI / URN:	10.1007/s40688-022-00406-8

Katalog-ID:	SPR052767973

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allfields	10.1007/s40688-022-00406-8 doi (DE-627)SPR052767973 (SPR)s40688-022-00406-8-e DE-627 ger DE-627 rakwb eng Hall, Garret J. verfasserin (orcid)0000-0002-8285-3239 aut Deconstructing Mathematics Computation Fluency: Does Handwriting Matter? 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to California Association of School Psychologists 2022 Abstract Math computation is a foundational skill for students developing higher-level mathematics problem-solving skills and represents a primary deficit for students struggling in mathematics. Students with mathematics difficulties also tend to have difficulties with other executive functions. One domain that is systematically part of most mathematical computation tasks but is not directly related to mathematics is handwriting. Handwriting fluency serves as a proxy for fine motor and domain-general cognitive functions (like executive functions) that are important for math fact fluency, yet handwriting carries very little domain-specific skill on its own. Handwriting can potentially be used to partial out the aspects of fact fluency that are not domain specific. In the current study, we tested the robustness of basic fact fluency in relation to general math fluency when accounting for handwriting. Third-grade students (N = 144) participated in the current study with measures of handwriting, basic fact fluency, and general math fluency taken at pretest prior to an intervention. We found that basic math fact fluency was a robust predictor of general math fluency across quantiles of the outcome distribution. Handwriting fluency did not improve model predictive performance beyond basic fact fluency. Limitations, as well as implications for future research and practice, are discussed. Mathematics computation (dpeaa)DE-He213 Mathematics fact fluency (dpeaa)DE-He213 Handwriting fluency (dpeaa)DE-He213 Truckenmiller, Adrea J. (orcid)0000-0002-6101-6175 aut Eckert, Tanya L. (orcid)0000-0003-0120-6978 aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 27(2022), 3 vom: 16. Feb., Seite 458-468 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:27 year:2022 number:3 day:16 month:02 pages:458-468 https://dx.doi.org/10.1007/s40688-022-00406-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 3 16 02 458-468
spelling	10.1007/s40688-022-00406-8 doi (DE-627)SPR052767973 (SPR)s40688-022-00406-8-e DE-627 ger DE-627 rakwb eng Hall, Garret J. verfasserin (orcid)0000-0002-8285-3239 aut Deconstructing Mathematics Computation Fluency: Does Handwriting Matter? 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to California Association of School Psychologists 2022 Abstract Math computation is a foundational skill for students developing higher-level mathematics problem-solving skills and represents a primary deficit for students struggling in mathematics. Students with mathematics difficulties also tend to have difficulties with other executive functions. One domain that is systematically part of most mathematical computation tasks but is not directly related to mathematics is handwriting. Handwriting fluency serves as a proxy for fine motor and domain-general cognitive functions (like executive functions) that are important for math fact fluency, yet handwriting carries very little domain-specific skill on its own. Handwriting can potentially be used to partial out the aspects of fact fluency that are not domain specific. In the current study, we tested the robustness of basic fact fluency in relation to general math fluency when accounting for handwriting. Third-grade students (N = 144) participated in the current study with measures of handwriting, basic fact fluency, and general math fluency taken at pretest prior to an intervention. We found that basic math fact fluency was a robust predictor of general math fluency across quantiles of the outcome distribution. Handwriting fluency did not improve model predictive performance beyond basic fact fluency. Limitations, as well as implications for future research and practice, are discussed. Mathematics computation (dpeaa)DE-He213 Mathematics fact fluency (dpeaa)DE-He213 Handwriting fluency (dpeaa)DE-He213 Truckenmiller, Adrea J. (orcid)0000-0002-6101-6175 aut Eckert, Tanya L. (orcid)0000-0003-0120-6978 aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 27(2022), 3 vom: 16. Feb., Seite 458-468 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:27 year:2022 number:3 day:16 month:02 pages:458-468 https://dx.doi.org/10.1007/s40688-022-00406-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 3 16 02 458-468
allfields_unstemmed	10.1007/s40688-022-00406-8 doi (DE-627)SPR052767973 (SPR)s40688-022-00406-8-e DE-627 ger DE-627 rakwb eng Hall, Garret J. verfasserin (orcid)0000-0002-8285-3239 aut Deconstructing Mathematics Computation Fluency: Does Handwriting Matter? 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to California Association of School Psychologists 2022 Abstract Math computation is a foundational skill for students developing higher-level mathematics problem-solving skills and represents a primary deficit for students struggling in mathematics. Students with mathematics difficulties also tend to have difficulties with other executive functions. One domain that is systematically part of most mathematical computation tasks but is not directly related to mathematics is handwriting. Handwriting fluency serves as a proxy for fine motor and domain-general cognitive functions (like executive functions) that are important for math fact fluency, yet handwriting carries very little domain-specific skill on its own. Handwriting can potentially be used to partial out the aspects of fact fluency that are not domain specific. In the current study, we tested the robustness of basic fact fluency in relation to general math fluency when accounting for handwriting. Third-grade students (N = 144) participated in the current study with measures of handwriting, basic fact fluency, and general math fluency taken at pretest prior to an intervention. We found that basic math fact fluency was a robust predictor of general math fluency across quantiles of the outcome distribution. Handwriting fluency did not improve model predictive performance beyond basic fact fluency. Limitations, as well as implications for future research and practice, are discussed. Mathematics computation (dpeaa)DE-He213 Mathematics fact fluency (dpeaa)DE-He213 Handwriting fluency (dpeaa)DE-He213 Truckenmiller, Adrea J. (orcid)0000-0002-6101-6175 aut Eckert, Tanya L. (orcid)0000-0003-0120-6978 aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 27(2022), 3 vom: 16. Feb., Seite 458-468 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:27 year:2022 number:3 day:16 month:02 pages:458-468 https://dx.doi.org/10.1007/s40688-022-00406-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 3 16 02 458-468
allfieldsGer	10.1007/s40688-022-00406-8 doi (DE-627)SPR052767973 (SPR)s40688-022-00406-8-e DE-627 ger DE-627 rakwb eng Hall, Garret J. verfasserin (orcid)0000-0002-8285-3239 aut Deconstructing Mathematics Computation Fluency: Does Handwriting Matter? 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to California Association of School Psychologists 2022 Abstract Math computation is a foundational skill for students developing higher-level mathematics problem-solving skills and represents a primary deficit for students struggling in mathematics. Students with mathematics difficulties also tend to have difficulties with other executive functions. One domain that is systematically part of most mathematical computation tasks but is not directly related to mathematics is handwriting. Handwriting fluency serves as a proxy for fine motor and domain-general cognitive functions (like executive functions) that are important for math fact fluency, yet handwriting carries very little domain-specific skill on its own. Handwriting can potentially be used to partial out the aspects of fact fluency that are not domain specific. In the current study, we tested the robustness of basic fact fluency in relation to general math fluency when accounting for handwriting. Third-grade students (N = 144) participated in the current study with measures of handwriting, basic fact fluency, and general math fluency taken at pretest prior to an intervention. We found that basic math fact fluency was a robust predictor of general math fluency across quantiles of the outcome distribution. Handwriting fluency did not improve model predictive performance beyond basic fact fluency. Limitations, as well as implications for future research and practice, are discussed. Mathematics computation (dpeaa)DE-He213 Mathematics fact fluency (dpeaa)DE-He213 Handwriting fluency (dpeaa)DE-He213 Truckenmiller, Adrea J. (orcid)0000-0002-6101-6175 aut Eckert, Tanya L. (orcid)0000-0003-0120-6978 aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 27(2022), 3 vom: 16. Feb., Seite 458-468 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:27 year:2022 number:3 day:16 month:02 pages:458-468 https://dx.doi.org/10.1007/s40688-022-00406-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 3 16 02 458-468
allfieldsSound	10.1007/s40688-022-00406-8 doi (DE-627)SPR052767973 (SPR)s40688-022-00406-8-e DE-627 ger DE-627 rakwb eng Hall, Garret J. verfasserin (orcid)0000-0002-8285-3239 aut Deconstructing Mathematics Computation Fluency: Does Handwriting Matter? 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to California Association of School Psychologists 2022 Abstract Math computation is a foundational skill for students developing higher-level mathematics problem-solving skills and represents a primary deficit for students struggling in mathematics. Students with mathematics difficulties also tend to have difficulties with other executive functions. One domain that is systematically part of most mathematical computation tasks but is not directly related to mathematics is handwriting. Handwriting fluency serves as a proxy for fine motor and domain-general cognitive functions (like executive functions) that are important for math fact fluency, yet handwriting carries very little domain-specific skill on its own. Handwriting can potentially be used to partial out the aspects of fact fluency that are not domain specific. In the current study, we tested the robustness of basic fact fluency in relation to general math fluency when accounting for handwriting. Third-grade students (N = 144) participated in the current study with measures of handwriting, basic fact fluency, and general math fluency taken at pretest prior to an intervention. We found that basic math fact fluency was a robust predictor of general math fluency across quantiles of the outcome distribution. Handwriting fluency did not improve model predictive performance beyond basic fact fluency. Limitations, as well as implications for future research and practice, are discussed. Mathematics computation (dpeaa)DE-He213 Mathematics fact fluency (dpeaa)DE-He213 Handwriting fluency (dpeaa)DE-He213 Truckenmiller, Adrea J. (orcid)0000-0002-6101-6175 aut Eckert, Tanya L. (orcid)0000-0003-0120-6978 aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 27(2022), 3 vom: 16. Feb., Seite 458-468 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:27 year:2022 number:3 day:16 month:02 pages:458-468 https://dx.doi.org/10.1007/s40688-022-00406-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 3 16 02 458-468
language	English
source	Enthalten in Contemporary school psychology 27(2022), 3 vom: 16. Feb., Seite 458-468 volume:27 year:2022 number:3 day:16 month:02 pages:458-468
sourceStr	Enthalten in Contemporary school psychology 27(2022), 3 vom: 16. Feb., Seite 458-468 volume:27 year:2022 number:3 day:16 month:02 pages:458-468
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Mathematics computation Mathematics fact fluency Handwriting fluency
isfreeaccess_bool	false
container_title	Contemporary school psychology
authorswithroles_txt_mv	Hall, Garret J. @@aut@@ Truckenmiller, Adrea J. @@aut@@ Eckert, Tanya L. @@aut@@
publishDateDaySort_date	2022-02-16T00:00:00Z
hierarchy_top_id	684131269
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author	Hall, Garret J.
spellingShingle	Hall, Garret J. misc Mathematics computation misc Mathematics fact fluency misc Handwriting fluency Deconstructing Mathematics Computation Fluency: Does Handwriting Matter?
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topic_title	Deconstructing Mathematics Computation Fluency: Does Handwriting Matter? Mathematics computation (dpeaa)DE-He213 Mathematics fact fluency (dpeaa)DE-He213 Handwriting fluency (dpeaa)DE-He213
topic	misc Mathematics computation misc Mathematics fact fluency misc Handwriting fluency
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title	Deconstructing Mathematics Computation Fluency: Does Handwriting Matter?
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title_full	Deconstructing Mathematics Computation Fluency: Does Handwriting Matter?
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title_sort	deconstructing mathematics computation fluency: does handwriting matter?
title_auth	Deconstructing Mathematics Computation Fluency: Does Handwriting Matter?
abstract	Abstract Math computation is a foundational skill for students developing higher-level mathematics problem-solving skills and represents a primary deficit for students struggling in mathematics. Students with mathematics difficulties also tend to have difficulties with other executive functions. One domain that is systematically part of most mathematical computation tasks but is not directly related to mathematics is handwriting. Handwriting fluency serves as a proxy for fine motor and domain-general cognitive functions (like executive functions) that are important for math fact fluency, yet handwriting carries very little domain-specific skill on its own. Handwriting can potentially be used to partial out the aspects of fact fluency that are not domain specific. In the current study, we tested the robustness of basic fact fluency in relation to general math fluency when accounting for handwriting. Third-grade students (N = 144) participated in the current study with measures of handwriting, basic fact fluency, and general math fluency taken at pretest prior to an intervention. We found that basic math fact fluency was a robust predictor of general math fluency across quantiles of the outcome distribution. Handwriting fluency did not improve model predictive performance beyond basic fact fluency. Limitations, as well as implications for future research and practice, are discussed. © The Author(s), under exclusive licence to California Association of School Psychologists 2022
abstractGer	Abstract Math computation is a foundational skill for students developing higher-level mathematics problem-solving skills and represents a primary deficit for students struggling in mathematics. Students with mathematics difficulties also tend to have difficulties with other executive functions. One domain that is systematically part of most mathematical computation tasks but is not directly related to mathematics is handwriting. Handwriting fluency serves as a proxy for fine motor and domain-general cognitive functions (like executive functions) that are important for math fact fluency, yet handwriting carries very little domain-specific skill on its own. Handwriting can potentially be used to partial out the aspects of fact fluency that are not domain specific. In the current study, we tested the robustness of basic fact fluency in relation to general math fluency when accounting for handwriting. Third-grade students (N = 144) participated in the current study with measures of handwriting, basic fact fluency, and general math fluency taken at pretest prior to an intervention. We found that basic math fact fluency was a robust predictor of general math fluency across quantiles of the outcome distribution. Handwriting fluency did not improve model predictive performance beyond basic fact fluency. Limitations, as well as implications for future research and practice, are discussed. © The Author(s), under exclusive licence to California Association of School Psychologists 2022
abstract_unstemmed	Abstract Math computation is a foundational skill for students developing higher-level mathematics problem-solving skills and represents a primary deficit for students struggling in mathematics. Students with mathematics difficulties also tend to have difficulties with other executive functions. One domain that is systematically part of most mathematical computation tasks but is not directly related to mathematics is handwriting. Handwriting fluency serves as a proxy for fine motor and domain-general cognitive functions (like executive functions) that are important for math fact fluency, yet handwriting carries very little domain-specific skill on its own. Handwriting can potentially be used to partial out the aspects of fact fluency that are not domain specific. In the current study, we tested the robustness of basic fact fluency in relation to general math fluency when accounting for handwriting. Third-grade students (N = 144) participated in the current study with measures of handwriting, basic fact fluency, and general math fluency taken at pretest prior to an intervention. We found that basic math fact fluency was a robust predictor of general math fluency across quantiles of the outcome distribution. Handwriting fluency did not improve model predictive performance beyond basic fact fluency. Limitations, as well as implications for future research and practice, are discussed. © The Author(s), under exclusive licence to California Association of School Psychologists 2022
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container_issue	3
title_short	Deconstructing Mathematics Computation Fluency: Does Handwriting Matter?
url	https://dx.doi.org/10.1007/s40688-022-00406-8
remote_bool	true
author2	Truckenmiller, Adrea J. Eckert, Tanya L.
author2Str	Truckenmiller, Adrea J. Eckert, Tanya L.
ppnlink	684131269
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doi_str	10.1007/s40688-022-00406-8
up_date	2024-07-03T14:39:12.714Z
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