General ability, spatial abilities, and in-class attention together explain 83% of individual differences in mathematical competence from 6th to 9th grade¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The combination of general ability, spatial abilities, and in-class attention explained 83% of individual differences in mathematical competencies. → Geary David C. 2023

Evidence¶

Geary David C. 2023¶

Geary David C., Hoard Mary K., Nugent Lara, Ünal Zehra E. (2023). Sex Differences in Developmental Pathways to Mathematical Competence. Journal of Educational Psychology. https://doi.org/10.1037/edu0000763

q3 · i? · associational · r2

Discussion of the final SEM (Model 5, Figure 4) in the 342-adolescent longitudinal sample; the article prints "83%" variance explained with a .17 residual for the Mathematics latent variable.

"The study provides a robust assessment of mathematical competencies from 6th to 9th grade, inclusive, and revealed that a combination of general ability, spatial abilities, and in-class attention explained 83% (1 - .17 residual for Mathematics, Figure 4) of the individual differences in these competencies."

Discussion¶

Learner Variables¶

• General Cognitive Ability — predictor: learners who differ on it differ in outcomes
• Spatial Ability — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Spatial abilities and in-class attention each uniquely predict mathematical competence from 6th to 9th grade, controlling general ability — related
• In-class attention and complex spatial ability (MRT) predict seventh-grade mathematics achievement above and beyond prior mathematical knowledge — related
• Intelligence and working memory predicted seventh-grade mathematics before prior achievement was controlled, but their direct effects were masked by sixth-grade competence — related