Cognitive skills predict academic performance, so schools that try to improve academic performance might also improve cognitive skills. The purpose of this study was to determine the effect of achievements in mathematics on cognitive ability in primary school. Methods: Participants: 100 girls and 102 boys aged 9–10 years (the fourth grade) were selected from three schools. A diagnostic test of cognitive abilities (DTCA) was created by the authors of the article for the assessment of primary school students’ cognitive abilities. The diagnostic cognitive ability test was based on Reuven Feuerstein’s theory of dynamic cognitive modality assessment, the problem-solving model, and followed the mathematics curriculum for grade 4. The tasks of the test were distributed according to the cognitive function: systematic exploration, spatial orientation, sequencing, image recognition, recognizing and understanding relationships, collecting and processing information, algorithm development, data...

The aim of the present study was to investigate the contribution of working memory and verbal ability (measured by vocabulary) to mathematical skills in children. A sample of 206 seven- and eight-year-olds was administered tests of these cognitive skills. A different pattern emerged that was dependent on both the memory task and the math skill. In the seven-year olds, visuo-spatial and verbal memory uniquely predicted performance on the math tests; however, in the eight-year olds, only visuo-spatial short-term memory predicted math scores. Even when differences in vocabulary were statistically accounted, memory skills uniquely predicted mathematical skills and arithmetical abilities. This pattern of findings provides a useful starting point that can add to existing research on the contributions of working memory and vocabulary to different mathematical skills.► There is an age-related difference in mathematical skills which was dependent on both the memory task and the math skill. ► In the seven-year olds, visuo-spatial and verbal memory uniquely predicted performance on the math tests ► In the eight-year olds, only visuo-spatial short-term memory predicted math scores. ► Even when differences in vocabulary were statistically accounted, memory skills uniquely predicted mathematical skills and arithmetical abilities.

This study examined the working memory performance of children with low early mathematics achievement in comparison with their peers and analyzed the relationships between these skill areas. The distribution of children with low, average and high early mathematics achievement according to their working memory levels was also examined. The participants consisted of 100 kindergarten children with typical development and average and above-average intelligence. The Colored Progressive Matrices Test (CPM) was used to determine nonverbal intelligence levels, the Test of Early Mathematics Ability, Third Edition (TEMA-3) to evaluate early math skills and the Working Memory Scale (WMS) to determine working memory performances of the children. Children were divided into three groups of low, average and high achievement according to their early mathematics achievement assessed by the TEMA-3. It was found that the working memory performances of children with low, average and high achievement in early mathematics differed significantly. The working memory performance of children with low early mathematics achievement was significantly lower than their peers with average and high achievement. The results of the relationships between early math skills and working memory showed that early math skills and working memory components, except for visual short-term memory, were correlated to a small and medium degree. The distributions of working memory levels of the groups were examined and the results showed that children with low early mathematics achievement had low and average working memory performance, while children with high early mathematics achievement mostly had average and high working memory performance. However, none of the children with low early mathematics achievement showed high working memory performance. The results are discussed within the framework of the literature.

Math achievement is not a unidimensional construct but includes different skills that require different cognitive abilities. The focus of this study was to examine associations between a number of cognitive abilities and three domains of math skills (knowing, applying and problem solving) simultaneously in a multivariate framework. Participants were 723 third-grade children (mean age = 9.07) from 28 elementary schools. Confirmatory factor analyses with binary indicators showed that a four-factor model of math skills (Knowing-Recalling, Knowing-Computing, Applying and Problem Solving) and a nine-factor model of cognitive abilities (Nonverbal and Verbal Reasoning, Verbal Concepts, Planning, Visuo-Spatial Working Memory (WM), two types of Verbal WM, Phonological Awareness and Phonological WM) fit the data well. Results from structural equation modelling showed that verbal reasoning and verbal concepts were most consistently associated with math knowing and problem solving domains. Verbal concepts contributed also to the math applying domain. In addition, simultaneous processing of verbal WM predicted problem solving skills in math. The results can be used in supporting the learning process of students with difficulties in math.

Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that,...

This study aimed to investigate the relationship between different components of active visuospatial working memory and math ability in young children. In a longitudinal study, we compared the contributions of active visual and spatial working memory (WM) tasks in early math performance at two times: the beginning of the first class of primary school (T1) and the end of the first class of primary school (T2). Two tests were conducted with 43 young participants to investigate active visual WM (Imaginative Puzzles) and active spatial WM (Corsi Backward). Measurements related to pre-math ability (BIN 4-6 test) at T1 and math skills (AC-MT 6-11 test) at T2 were accomplished. The relationship between visual and spatial WM and math ability was analyzed using a regression model in which the predictors were identified through a forward selection based on the use of the BIC index (Bayesian Information Criterion). Results show that at the beginning of primary school, basic knowledge of magnit...

The paper examine the role of WM and Numerical intelligence in the process of children's construction of mathematical meanings.