Bidirectional associations among executive functions, visual-spatial skills, and mathematical achievement in primary school students: Insights from a longitudinal study

Kahl, Tobias; Segerer, Robin; Grob, Alexander; Möhring, Wenke

doi:10.1016/j.cogdev.2021.101149

Cited by 11 publications

(8 citation statements)

References 80 publications

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“…For example, does whole number knowledge necessarily precede early fraction knowledge, or can learning about early fraction concepts like equal sharing or iterating to produce a whole help strengthen whole number knowledge? Longitudinal studies suggest that some math skills codevelop with other math or domain-general skills (e.g., Bailey et al, 2017; Cameron et al, 2019; Kahl et al, 2022; Zhang et al, 2023), including symbolic fraction knowledge and math achievement (Hansen et al, 2017). Future studies with measurements at more frequent intervals using random intercept cross-lagged analyses or similar techniques would be valuable to investigate how early fraction knowledge, whole number knowledge, and overall math performance codevelop over time.…”

Section: Discussionmentioning

confidence: 99%

Tracking informal fraction knowledge and its correlates across first grade.

Viegut

Resnick

Miller‐Cotto

et al. 2023

Developmental Psychology

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Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowledge at the beginning of first grade, especially with nonsymbolic fractions and halving, and this knowledge improved over the school year without explicit instruction in fractions. However, there were large individual differences in early fraction knowledge at the start of first grade, which explained significant variance in math achievement at the end of first grade, even when controlling for whole number knowledge and a variety of cognitive skills. Start-of-year whole number knowledge, but not spatial scaling or proportional reasoning, also predicted early end-of-year fraction knowledge. These data can inform activities for learning in the early years to foster both early fraction and integer knowledge in parallel, which may better prepare students for later formal instruction in fractions.

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Section: Discussionmentioning

confidence: 99%

Tracking informal fraction knowledge and its correlates across first grade.

Viegut

Resnick

Miller‐Cotto

et al. 2023

Developmental Psychology

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“…Some studies found mutualism between verbal working memory and reading (Miller‐Cotto & Byrnes, 2020; Willoughby et al, 2019), whereas others did not (Feldon & Litson, 2021; Zhang & Joshi, 2020). For verbal working memory and math, some have revealed their mutualism (Kahl et al, 2022; Mareva et al, 2022), whereas Miller‐Cotto and Byrnes (2020) found no such mutualism. To our knowledge, only one study (Kim et al, 2021) has investigated the potential mutualism between verbal working memory and science and has found such mutualism.…”

Section: Mutualism Theory In Educationmentioning

confidence: 99%

Co‐development among reading, math, science, and verbal working memory in the elementary stage

Zhang

Peng

2023

Child Development

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With a focus on within‐person effects, this study investigated mutualism among academic skills (reading, math, science) and between those skills and verbal working memory in a general population sample and groups with high or low skills from Grades 2 to 5 (2010–2016, N = 859–9040, age 6.27–13.13 years, 49% female, ethnically diverse). Mutualism was found between reading and science in all high‐ability groups, and between reading/math and verbal working memory only in high‐math students. These results remained the same when controlled for socioeconomic status and gender, and with sensitivity analyses. High‐skill students (especially high‐math students) may improve academic performance through accumulation of academic knowledge and mutualism between academic and cognition. Such mutualism may be driven by high‐quality, intensive academic practice.

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“…For example, does whole number knowledge necessarily precede early fraction knowledge, or can learning about early fraction concepts like equal sharing or iterating to produce a whole help strengthen whole number knowledge? Longitudinal studies suggest that some math skills codevelop with other math or domain-general skills (e.g., Bailey et al, 2017;Cameron et al, 2019;Kahl et al, 2022;Zhang et al, 2023), including symbolic fraction knowledge and math achievement (Hansen et al, 2017). Future studies with measurements at more frequent intervals using random intercept cross-lagged analyses or similar techniques would be valuable to investigate how early fraction knowledge, whole number knowledge, and overall math performance co-develop over time.…”

Section: Importance Of Early Fraction Knowledge To Later Math Achieve...mentioning

confidence: 99%

Tracking Informal Fraction Knowledge and Its Correlates Across First Grade

Viegut¹,

Resnick²,

Miller‐Cotto³

et al. 2023

Preprint

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Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize development of and individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowledge at the beginning of first grade, especially with nonsymbolic fractions and halving, and this knowledge improved over the school year without explicit instruction in fractions. However, there were large individual differences in early fraction knowledge at the start of first grade, which explained significant variance in math achievement at the end of first grade, even when controlling for whole number knowledge and a variety of cognitive skills. Start-of-year whole number knowledge, but not spatial scaling or proportional reasoning, also predicted early end-of-year fraction knowledge. These data can inform activities for learning in the early years to foster both early fraction and integer knowledge in parallel, which may better prepare students for later formal instruction in fractions.

show abstract

Bidirectional associations among executive functions, visual-spatial skills, and mathematical achievement in primary school students: Insights from a longitudinal study

Cited by 11 publications

References 80 publications

Tracking informal fraction knowledge and its correlates across first grade.

Tracking informal fraction knowledge and its correlates across first grade.

Co‐development among reading, math, science, and verbal working memory in the elementary stage

Tracking Informal Fraction Knowledge and Its Correlates Across First Grade

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