The overall importance of prior domain-specific mathematical knowledge for subsequent mathematics achievement increases across grades¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Overall domain-specific effects are more variable than domain-general effects, ranging from .315 to .551, with significant increases from grade 6 to 7 and 7 to 8 and a significant contrast between the smallest (grade 4) and largest (grade 8) effects. → Geary David C. 2017
Evidence¶
Geary David C. 2017¶
Geary David C., Nicholas Alan, Li Yaoran, Sun Jianguo. (2017). Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study. Journal of Educational Psychology. https://doi.org/10.1037/edu0000159
q3 · i? · associational · r2
In the same longitudinal FDA analysis (n = 167), summed domain-specific beta estimates showed "increases from grade 6 to grade 7 (p = .034), and grade 7 to grade 8 (p = .024)"; the grade 4 versus grade 8 contrast was also significant (p = .007).
"The overall domain-specific effects, in contrast, are more variable, ranging from .315 to .551. Adjacent grade comparisons indicated a significant decrease in overall domain-specific effects from grade 2 to grade 3 (p = .050), but increases from grade 6 to grade 7 (p = .034), and grade 7 to grade 8 (p = .024)."
Discussion¶
Learner Variables¶
- Prior Knowledge — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Domain-general abilities are more important than domain-specific knowledge for mathematics learning in early grades, but the two are equally important in later grades — a broader claim this one bears on
- The overall magnitude of domain-general effects on subsequent mathematics achievement remains constant across grades 2 to 8 — related
- Previous domain knowledge accounts for most of the variance in later achievement, considerably reducing the predictive impact of IQ and WM — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
domain-specific-effects-increase-across-grades |
title |
The overall importance of prior domain-specific mathematical knowledge for subsequent mathematics achievement increases across grades |
description |
The overall importance of prior domain-specific mathematical knowledge for subsequent mathematics achievement increases across grades |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — geary-david-c-2017 |
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