Math achievement at the end of second grade is predicted by fluid intelligence, verbal working memory, and prior math achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? MATH at T2 was predicted by fluid intelligence, verbal working memory, and MATH at T1. → 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

The longitudinal analysis reports that "MATH at T2 by fluid intelligence, verbal working memory, and MATH at T1", indicating prior achievement carries forward alongside cognitive predictors in the 337-child sample.

"MATH at T2 by fluid intelligence, verbal working memory, and MATH at T1."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Math achievement at the end of first grade is predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation — 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
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — a broader claim this one bears on