Individual differences in mathematical cognition: a Bert's eye view

Smedt, Bert De

doi:10.1016/j.cobeha.2022.101175

Cited by 23 publications

(9 citation statements)

References 57 publications

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“…Although the focus of prior studies has mainly been on cognitive skills, these other domains can provide important insights into the development of arithmetic skills across time; thus, we target a broader set of factors from several domains to predict profile membership than previous studies. Additionally, while various ways of categorizing skills and factors, such as the division into domain-general versus domain-specific skills (de Smedt, 2022), have been used, in the current study, the included skills and factors are divided into three general categories: cognitive skills, home environment, and motivation and gender. This division provides clarity in respect to our research questions and the goal of predicting profile membership.…”

Section: Individual Differences In the Development Of Arithmetic Skillsmentioning

confidence: 99%

Developmental profiles of arithmetic fluency skills from grades 1 to 9 and their early identification.

Psyridou,

Torppa,

Tolvanen

et al. 2023

Developmental Psychology

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The aim of the present study was to examine the kinds of developmental profiles of arithmetic fluency skills that can be identified across Grades 1–9 (ages 7–16) in a large Finnish sample (n = 2,518). The study also examined whether membership in the developmental profiles could be predicted using a comprehensive set of kindergarten-age factors, including information on cognitive skills; motivational, parental, and home environment factors; and gender. Four profiles of arithmetic fluency skills development were identified using a factor mixture model: persistent arithmetic difficulties (12.23%), precocious onset (50.24%), delayed onset (36.96%), and precocious onset with a Grade 7 drop (.06%). The Cholesky models predicting membership in the three largest profiles suggested that overall, the strongest kindergarten-age predictors were cognitive skills (especially counting, number concepts, spatial relations, rapid automatized naming [RAN], phonological awareness, and letter knowledge), but motivational, parental, and home environment factors were also significant. Membership in the profile with precocious onset was predicted by most of the kindergarten-age measures, suggesting that the strengths in early skills, as well as motivational, parental, and home environment factors, are reflected in the advanced start in arithmetic development at school. The profiles with delayed onset and persistent difficulties were similar in most kindergarten-age measures but differed in task avoidance and four cognitive skills (letter knowledge, counting, number concepts, and RAN), suggesting that these factors predict differential development over the longer term.

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Section: Individual Differences In the Development Of Arithmetic Skillsmentioning

confidence: 99%

Developmental profiles of arithmetic fluency skills from grades 1 to 9 and their early identification.

Psyridou,

Torppa,

Tolvanen

et al. 2023

Developmental Psychology

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“…Thus, only a single measure of verbal working memory was included as a control variable. Because domain-general skills are correlated with mathematics (De Smedt, 2022), in the future, we should consider including additional domain-general measures in our model, such as fluid intelligence (Peng et al, 2019), language skills (Peng et al, 2020), and executive functions (Peng et al, 2016). It is possible that some of the relations shown between mathematical skills could reflect shared reliance on domain-general abilities.…”

Section: Discussionmentioning

confidence: 99%

The hierarchical relations among mathematical competencies: From fundamental numeracy to complex mathematical skills.

Burr

LeFevre

2023

Canadian Journal of Experimental Psychology / Revue canadienne

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Mathematical competencies can be conceptualized as layers of knowledge, with numeracy skills as the foundational core and more complex mathematical skills as the additional layers over the core. In this study, we tested an expanded hierarchical symbol integration (HSI) model by examining the hierarchical relations among mathematical skills. Undergraduate students (N = 236) completed order judgement, simple arithmetic, fraction arithmetic, algebra, and verbal working memory tasks. In a series of hierarchical multiple regressions, we found support for the hierarchical model: Additive skills (i.e., addition and subtraction) predicted unique variance in multiplicative skills (i.e., multiplication and division); multiplicative skills predicted unique variance in fraction arithmetic; and fraction skills predicted unique variance in algebra. These results support the framework of the HSI model in which mathematical competencies are related hierarchically, capturing the increasing complexity of symbolic mathematical skills.

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“…Some propose that MLD is caused by a single core deficit to magnitude processing or Approximate Number Sense (ANS) (Butterworth, 2005;Mazzocco et al, 2011), which is commonly measured using non-symbolic (i.e., dots) magnitude comparison tasks (Nosworthy et al, 2013). In contrast, others have argued that symbolic magnitude processing is a critical correlate of children's mathematical learning, and that difficulties with these skills are a better predictor for MLD than other skills, such as phonological processing or working memory (De Smedt, 2022). However, it is also possible that different children with MLD struggle for different reasons, and that sub-groups might be present (Bartelet et al, 2014;Costa et al, 2018).…”

Section: Defining Mathematical Learning Difficultiesmentioning

confidence: 99%

Measuring Mathematical Skills in Early Childhood: A Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners

Outhwaite,

Aunio,

Leung

et al. 2024

Preprint

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Successful early mathematical development is vital to children’s later education, employment, and wellbeing outcomes. However, established measurement tools are infrequently used to, i) assess children’s mathematical skills and ii) identify children with or at-risk of mathematical learning difficulties. In response, this pre-registered systematic review aimed to provide an overview of measurement tools that have been evaluated for their psychometric properties for measuring the mathematical skills of children aged 0-8 years. The reliability and validity evidence reported for the identified measurement tools were then synthesised, including in relation to common acceptability thresholds. Overall, 37 mathematical assessments and 22 screeners were identified. In addressing the first aim, most measurement tools were categorised as child-direct measures delivered individually with a trained assessor in a paper-based format. In addressing the second aim, the synthesis revealed four key findings. First, the majority of the identified measurement tools have not been evaluated for all aspects of reliability and validity, and only seven measurement tools met the common acceptability thresholds for more than two areas of psychometric evidence. Second, only three screeners demonstrated an acceptable ability to distinguish between typically developing children and those with or at-risk of mathematical learning difficulties. Third, although five mathematical assessments and six screeners included evaluations of predictive validity, none met the common acceptability threshold. Finally, only eight mathematical assessments and one screener were found to align with external measurement tools. Building on this current evidence and improving measurement quality is vital for raising methodological standards in mathematical learning and development research.

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Individual differences in mathematical cognition: a Bert's eye view

Cited by 23 publications

References 57 publications

Developmental profiles of arithmetic fluency skills from grades 1 to 9 and their early identification.

Developmental profiles of arithmetic fluency skills from grades 1 to 9 and their early identification.

The hierarchical relations among mathematical competencies: From fundamental numeracy to complex mathematical skills.

Measuring Mathematical Skills in Early Childhood: A Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners

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