ArticleHeliyon2023
Cognitive and socioeconomic factors that influence the mathematical problem-solving skills of students.
Article in Heliyon, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
2 citing papers in PubMed.
- Mathematical cognitive structures in Grade 12 students: a mixed-methods concept map study of gender differences and computational ability.Frontiers in psychology · 2026Article
- The effect of family economy on mathematical problem-solving in fourth graders: the mediation of parental accompaniment and family book collection.Frontiers in psychology · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Mathematical problem-solving is necessary to encounter professional, 21st-century, and everyday challenges. The relevant context of mathematical problem-solving is related to science, which is presented using natural language. Mathematical problem-solving requires both mathematical skills and nonmathematical skills, e.g., science knowledge and text comprehension skills. Thus, several internal and external factors affect success in mathematical problem-solving. In this study, we investigated the cognitive (i.e., mathematics domain-specific prior knowledge (DSPK), science background knowledge, and text comprehension skills) and socioeconomic status (SES) (i.e., parents' educational level and family income) factors that affect students' mathematical problem-solving skills. The data considered in this study included tests, documents, and a questionnaire from grade seven to nine students (n = 1067). In addition, a theoretical model was constructed using structural equation modeling. We found that this model was close to satisfying the critical values of fit indices. The model was then modified by deleting the nonsignificant paths, and the modified model exhibited a better fit. We found that most of the exploratory variables directly affected mathematical problem-solving skills, with the exception of the parents' educational levels. The strongest factor was mathematics DSPK. Both the father's and mother's educational levels indirectly influenced mathematical problem-solving skills through family income. In addition, text comprehension skills indirectly impacted mathematical problem-solving skills with science background knowledge acting as a mediator.
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Registered trials
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