Abstract
This study investigated mathematical problem-solving performance and intellectual abilities. Twenty tests, including a mathematical problem-solving test and reference tests for verbal, induction, numerical, perceptual speed, memory, world fluency, and spatial abilities, were administered to 179 fourth-grade children. Factor-analytic procedures isolated six factors: verbal, two induction, numerical, perceptual speed, and general mathematics. In addition, the study suggested that prerequisite mathematics skills and concepts are related to, and account for, some of the variance of problem solving; however, knowing these skills and concepts does not guarantee successful problem-solving performance.
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