Journal article
Analyzing Within-Subject Interdependencies of Cognitive Attributes in Mathematics and Science
International journal of science and mathematics education, Vol.24(5), 58
06/01/2026
DOI: 10.1007/s10763-026-10684-w
Abstract
This study explores the growing focus in mathematics and science education from traditional content-driven curricula to an emphasis on practices highlighted by the common core state standards for mathematics (CCSSM) and next generation science standards (NGSS) frameworks. Emphasizing utilization of cognitive attributes in mathematics and science practices, we investigated the interdependencies of cognitive attributes within mathematics and science. Our research undertook an analysis of the interdependencies of cognitive attributes in mathematics and science drawing on standardized test responses from a cohort of 909 students spanning grades 5 to 7. The analysis was conducted in two phases: First, we applied the Generalized DINA model to estimate the mastery of students’ cognitive attributes. Subsequently, we utilized association rule analysis to explore the interdependencies between these attributes. This two-pronged approach allowed us to comprehensively explore how these attributes interconnect within the domains of mathematics and science. Key findings indicate notable differences in the patterns of cognitive attributes between mathematics and science. Particularly, we found the interdependency among science attributes more vulnerable to disruptions during school transitions than mathematics. However, a partial recovery in these interdependencies was observed by the seventh grade. In mathematics, the interdependency of attributes strengthened following the transition, especially for inductive cognitive attributes throughout grades 5 to 7. Furthermore, we identified that both disciplines exhibited interdependent relationships in deductive cognitive attributes in the fifth grade, which weakened by the sixth grade. The findings of this study hold considerable implications for STEM education, highlighting the need for educational strategies that emphasize on the fostering interconnected cognitive skills. By shedding light on the dynamic interdependencies among these skills, our research provides crucial insights into students’ cognitive development across science and mathematics. This underscores the need for an integrated approach in the design and implementation of science, technology, engineering, and mathematics (STEM) curricula, ensuring that educational practices align with the interconnected nature of cognitive development in STEM learning.
Details
- Title: Subtitle
- Analyzing Within-Subject Interdependencies of Cognitive Attributes in Mathematics and Science
- Creators
- Jihyun Hwang - Korea National University of EducationJeong-su Ahn - Sejong UniversityKyong Mi Choi - University of VirginiaBrian Hand - University of Iowa
- Resource Type
- Journal article
- Publication Details
- International journal of science and mathematics education, Vol.24(5), 58
- DOI
- 10.1007/s10763-026-10684-w
- ISSN
- 1571-0068
- eISSN
- 1573-1774
- Publisher
- Springer Nature Singapore
- Grant note
- R305A090094 / Institute of Education Science
- Language
- English
- Date published
- 06/01/2026
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985166833102771