Among kindergartners with low number sense, attention problems and executive functioning each uniquely predict first-grade mathematics outcomes¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr2·q3
Currency · newest study 2013 · checked against its sources 2026-10-17 (automated, 2 of 2 entries) · 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? In multiple regression analyses controlling for background variables, attention problems, kindergarten number sense, nonverbal reasoning, and executive functioning each made unique contributions to first-grade number sense. → Hassinger-Das 2013
q3 i? Executive functioning and attention problems were the two unique predictors of first-grade applied problems scores. → Hassinger-Das 2013 (2)
Evidence¶
Hassinger-Das 2013¶
Hassinger-Das, B., Jordan, N. C., Glutting, J., Irwin, C., & Dyson, N. (2013). Domain General Mediators of the Relation between Kindergarten Number Sense and First-Grade Mathematics Achievement. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2013.09.008
q3 · i? · associational · r2
Multiple regression analysis (MRA) of the longitudinal sample of 107 children with low kindergarten number sense (NSB ≤ 22). The model predicting first-grade NSB was significant, R2 = .616, F(9, 97) = 17.31, p = .001, and "attention problems, kindergarten number sense, nonverbal reasoning, and executive functioning" were unique predictors.
"Four predictors made unique contributions to children’s first grade number sense: attention problems, kindergarten number sense, nonverbal reasoning, and executive functioning."
Hassinger-Das 2013 (2)¶
Hassinger-Das, B., Jordan, N. C., Glutting, J., Irwin, C., & Dyson, N. (2013). Domain General Mediators of the Relation between Kindergarten Number Sense and First-Grade Mathematics Achievement. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2013.09.008
q3 · i? · associational · r2
MRA predicting first-grade WJ Applied Problems in the same 107-child low-number-sense sample was significant, R2 = .500, F(9, 97) = 10.76, p = .001; executive functioning made the largest unique contribution, 1.3 times that of attention problems.
"Two predictors made unique contributions to children’s grasp of applied problems in first grade: executive functioning and attention problems."
Discussion¶
Learner Variables¶
- Attention — predictor: learners who differ on it differ in outcomes
- Executive Function — predictor: learners who differ on it differ in outcomes
- Self-Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Attention problems are more important than executive functioning for predicting first-grade calculation, while executive functioning is more important for applied problems — related
- Executive functioning was not a significant unique predictor of first-grade reading in children with low number sense — related
- The mediating effects of executive functioning and attention problems did not significantly differ from each other on any first-grade outcome — related
- Teacher-rated hyperactive/impulsive behavior did not predict any first-grade academic outcomes in children with low number sense — related
- The mixed model holds for metacognitive quality in both age groups: metacognitive skillfulness contributes uniquely to math performance on top of intelligence — related
- Sustained attention predicts number sense task performance — related
- Low self-regulation (inattention and impulsivity) at kindergarten entry predicts greater teacher-child conflict by kindergarten spring, and this effect persists into first grade — related
- Aggression is not a unique predictor of preschool academic development once attention problems and social skills are controlled — related
- Teacher-rated behavioral inattention was not uniquely predictive of any grade 1 math outcome despite significant zero-order correlations — reports the opposite
- Attention problems are associated with lower preliteracy and language scores in preschoolers, controlling for aggression and social skills — related
- Preschoolers' social skills are related to preliteracy, language, and mathematics development controlling for attention and aggression problems — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ef-attention-unique-predictors-first-grade-math-low-number-sense |
title |
Among kindergartners with low number sense, attention problems and executive functioning each uniquely predict first-grade mathematics outcomes |
description |
Among kindergartners with low number sense, attention problems and executive functioning each uniquely predict first-grade mathematics outcomes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — hassinger-das-2013, hassinger-das-2013-2 |
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