Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?
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The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Development was indexed by latent change scores, and the interplay between numerical and domain-general abilities was analyzed by multiple regression. Results suggest that the development of different types of formal school mathematics depends on different constellations of numerical versus general cognitive abilities. When controlling for 8 domain-general abilities, both aspects of basic numerical cognition were uniquely predictive of procedural calculations and word problems development. Yet, for procedural calculations development, the additional amount of variance explained by the set of domain-general abilities was not significant, and only counting span was uniquely predictive. By contrast, for word problems development, the set of domain-general abilities did provide additional explanatory value, accounting for about the same amount of variance as the basic numerical cognition variables. Language, attentive behavior, nonverbal problem solving, and listening span were uniquely predictive.
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Self-citationFluid reasoning predicts future mathematical performance among children and adolescents
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Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?
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Self-citationIntensive Interventions for Students Struggling in Reading and Mathematics. A Practice Guide.
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Self-citationCognitive and numerosity predictors of mathematical skills in middle school
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Self-citationPlaying number board games supports 5-year-old children’s early mathematical development
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The relation between cognitive and emotional factors and arithmetic problem-solving
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Preschoolers' Dot Enumeration Abilities Are Markers of Their Arithmetic Competence
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Does understanding relational terminology mediate effects of intervention on compare word problems?
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Self-citationIntervention Effects for Students With Comorbid Forms of Learning Disability
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Self-citationTraining early visuo-spatial abilities: A controlled classroom-based intervention study
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The semantic system is involved in mathematical problem solving
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“Although several studies have identified some of the cognitive difficulties in problem solving in children at risk for math difficulties (Swanson and Beebe-Frankenberger, 2004; Andersson, 2010; Fuchs et al., 2010; Geary, 2010), few studies have directly linked deficiencies on cognitive measures to treatment outcomes.”
BackgroundFuchs, L. S., Geary, D. C., Fuchs, D., Compton, D. L., & Hamlett, C. L. (2013) · Journal of Educational Psychology · doi:10.1037/a0034444 · Cited by 44 · see citing works
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Number Line Estimation Predicts Mathematical Skills: Difference in Grades 2 and 4
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Predicting development of mathematical word problem solving across the intermediate grades.
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Self-citationThe differential role of verbal and spatial working memory in the neural basis of arithmetic
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- Authors
- Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., Seethaler, P. M., Bryant, J. D., & Schatschneider, C.
- Affiliations
- Vanderbilt University (US)
- University of Missouri (US)
- Florida State University (US)
- Venue
- Developmental Psychology
- Published
- 2010
- Volume
- 46
- Issue
- 6
- Pages
- 1731-1746
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- PMC
- PMC2976828
- OpenAlex
- W2073673049
- Cited by
- 263
- References
- 99
- Citations by year
- 2026: 8 · 2025: 15 · 2024: 18 · 2023: 19 · 2022: 10 · 2021: 10 · 2020: 13 · 2019: 22 · 2018: 20 · 2017: 23 · 2016: 32 · 2015: 18 · 2014: 15 · 2013: 18 · 2012: 15
- FWCI
- 11.19
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Developmental Psychology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01 HD053714; R37 HD045914; HD15052)
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- numerical cognition, domain-general abilities, working memory, listening span, word problem solving, first grade students, early arithmetic, language
- MeSH terms
- Achievement, Aptitude, Attention, Child, Child Development, Child, Preschool, Cognition, Female, Generalization, Psychological, Humans, Individuality, Language Development, Male, Mathematics, Memory, Short-Term, Problem Solving, Prospective Studies, Models, Educational, Comprehension
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