Cognitive Abilities as Precursors of the Early Acquisition of Mathematical Skills During First Through Second Grades

Abstract

The present longitudinal study was designed to investigate precursors of mathematics achievement in children. A total of 72 children were tested at both the beginning and end of first and second grades on measures of the following cognitive abilities: phonology, counting skills, short-term memory, working memory, and verbal and performance IQ. Path analysis models revealed differences in the variables predicting mathematics skills of first and second graders. Specifically, in first graders both short-term and working memory measures mediated the role of verbal IQ in predicting mathematics skills. Also, there was a direct relationship between performance IQ and mathematics at first grade. In contrast, in the longitudinal model, working memory measured both in first and second grades predicted mathematics achievement, whereas the relationship between performance IQ and mathematics disappeared. In conclusion, the results demonstrated that mathematics learning is predicted not by phonology or counting skills and that working memory is a plausible mediator in predicting mathematics achievement in primary school age children.

Separating math from anxiety: The role of inhibitory mechanisms

“…The importance of WM also relies on this construct's good predictive value. Indeed, several studies revealed that WM can be considered a strong predictor of mathematics performance in simple arithmetic (Caviola, Mammarella, Lucangeli, & Cornoldi, 2014;Fuchs et al, 2010), and in arithmetical and geometrical problem solving (Giofrè, Mammarella, Ronconi, & Cornoldi, 2013;Passolunghi, Mammarella, & Altoè, 2008). In addition, WM impairments have been demonstrated in participants with DD (Krajewksi, & Schneider, 2009;Mammarella, Caviola, Lucangeli, & Cornoldi, 2013;Passolunghi & Siegel, 2001;Schuchardt, Maehler, & Hasselhorn, 2008).…”

Detecting Children With Arithmetic Disabilities From Kindergarten: Evidence From a 3-Year Longitudinal Study on the Role of Preparatory Arithmetic Abilities

“…Perhaps the inclusion of the speed factor was responsible for the better classification results obtained compared to our ROC-analyses. In addition, several authors stressed the importance of executive functions (e.g., Mazzocco & Kover, 2007;Van der Sluis, de Jong, & van der Leij, 2007), working memory (e.g., Bull, Espy, & Wiebe, 2008;Geary & Widaman, 1992;Passolunghi, Mammarella, & Altoe, 2008;Passolunghi & Siegel, 2004;Ricken & Fritz, 2006) and attention (Marzocchi, Lucangeli, De Meo, Fini, & Cornoldi, 2002) in the development of arithmetic (dis)abilities. It even might be so that working memory is related to some of the indicators proposed in the study as well.…”

The relationship among geometry, working memory, and intelligence in children

“…A large body of research has shown that WM predicts success in school-related tasks, such as reading comprehension (Carretti, Borella, Cornoldi, & De Beni, 2009), approximate mental addition (Caviola, Mammarella, Cornoldi, & Lucangeli, 2012), mathematical skills (Alloway & Passolunghi, 2011), multi-digit operations (Heathcote, 1994), nonverbal problem-solving (Rasmussen & Bisanz, 2005), mathematical achievement (Bull, Espy, & Wiebe, 2008;Jarvis & Gathercole, 2003;Maybery & Do, 2003;Passolunghi, Mammarella, & Altoè, 2008). Giofrè, Mammarella, Ronconi, and coauthors (2013) recently showed that WM may also be related to geometrical achievement in late adolescence.…”