Math achievement at the end of first grade is predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2024 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · 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? MATH at T1 was predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation measured at T0. → Szczygieł M.; Szűcs D.; Toffalini E 2024
Evidence¶
Szczygieł M.; Szűcs D.; Toffalini E 2024¶
Szczygieł M.; Szűcs D.; Toffalini E. (2024). Math anxiety and math achievement in primary school children: Longitudinal relationship and predictors. LEARNING AND INSTRUCTION. https://dx.doi.org/10.1016/j.learninstruc.2024.101906
q3 · i? · associational · r2
In the longitudinal analysis of 337 Polish primary school children, the article reports that "MATH at T1 was predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation", with predictors tested at T0.
"MATH at T1 was predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation;"
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¶
- Math achievement at the end of second grade is predicted by fluid intelligence, verbal working memory, and prior math achievement — related
- First grade visuospatial memory did not predict fifth grade mathematics achievement, but first grade central executive, intelligence, and in-class attentive behavior did — related
- Visuospatial memory did not predict word reading achievement in any grade, providing a discriminative contrast with mathematics — related
- Simultaneous (Mazes) visuospatial memory showed a trend predicting fifth grade mathematics while sequential (Block Recall) did not — related
- Children with larger first-to-fifth grade gains in visuospatial memory had higher fifth grade mathematics achievement, controlling for first grade visuospatial memory and other predictors — related
- Math achievement and math anxiety show reciprocal longitudinal relationships in primary school children: achievement at T1 predicts anxiety at T2 and anxiety at T1 predicts achievement at T2 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
math-achievement-t1-predictors |
title |
Math achievement at the end of first grade is predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation |
description |
Math achievement at the end of first grade is predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-22 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — szczygieł-m-szűcs-d-toffalini-e-2024 |
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