Higher-level domain-general skills in maths problem solving

Bibliographic Data

ID21689178
AuthorsDavid W Braithwaite (0000-0001-8111-607X, Florida State University, corresponding author), Jeff Shrager (0000-0002-7007-6305, Bennu Climate and Symbolic Systems Program, Stanford University (Adjunct))
Year2025
Pages1-37
Publication date2025-10-13
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueThinking & Reasoning (JOURNAL)
Journal identifiersISSN: 1354-6783 • E-ISSN: 1464-0708
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13546783.2025.2570690
OpenAlexW4415127247
LanguageEN
References cited75

Mathematical problem solving relies in part on higher-level domain-general skills, but contributions of such skills to problem solving are understudied in the field of mathematical cognition. This study sought evidence for domain-general contributions to maths problem solving of four such skills: logical reasoning, backward reference, planning/evaluating, and allocation of time. Participants completed problem solving tasks in two domains, probability and geometry. Concurrent engagement of each skill during each task was assessed. Individual differences in engagement of logical reasoning were correlated between tasks and associated with accuracy on each task; this pattern of results was not found for the other three skills. Qualitative analysis revealed that errors involving valid logic applied to false premises occurred in both tasks, but errors involving invalid logic occurred primarily on the geometry task. The findings are consistent with logical reasoning contributing to maths problem solving, but suggest that the mechanisms underlying such contributions may vary between mathematical domains and tasks

Algebra over a field · Cognition · Cognitive and developmental aspects of mathematical skills · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques

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