Prior mathematical competence by in-class attention interaction: attention benefits were strongest among students with stronger prior knowledge¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr2·q2
Currency · newest study 2021 · 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.
q2 i? The sixth-grade mathematical competence by in-class attention interaction was significant, F(1, 297) = 5.99, p = .015, with the competence slope strongest in the high-attention group. → Geary 2021
q2 i? Slope contrasts showed a significant difference between high- and low-attention groups, t(307.57) = 2.38, p = .018, with the high- and middle-group difference not significant. → Geary 2021 (2)
Evidence¶
Geary 2021¶
Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2021). In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement. Journal of Educational Psychology, 113(4), 754-769. https://doi.org/10.1037/edu0000487
q2 · i? · associational · r2
Multilevel model of 317 students with high/low groups defined 1 SD above or below the mean; the interaction was probed in Figure 2.
"The sixth-grade mathematical competence by in-class attention interaction, F(1, 297) = 5.99, p = .015, is broken down in the upper panel of Figure 2."
Geary 2021 (2)¶
Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2021). In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement. Journal of Educational Psychology, 113(4), 754-769. https://doi.org/10.1037/edu0000487
q2 · i? · associational · r2
Simple-slope breakdown of the competence-by-attention interaction printed unstandardized slopes of b = 1.08 (high), 0.85 (middle), and 0.63 (low attention); the high-versus-low contrast was significant.
"The interaction was strongest in the high-attention group [b = 1.08, SE = 0.19], followed in turn by the middle- [b = 0.85, SE = 0.13] and low-attention [b = 0.63, SE = 0.11] groups (ps < .05)."
Discussion¶
Learner Variables¶
- Attention — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Prior mathematical competence by spatial ability (MRT) interaction was only a trend, with competence slopes strongest in the high-MRT group — related
- In-class attention and complex spatial ability (MRT) predict seventh-grade mathematics achievement above and beyond prior mathematical knowledge — related
- Mathematics anxiety for learning is indirectly related to seventh-grade mathematics achievement through reduced in-class attention — related
- Hypothesized ATI effects of individualized explanations based on typical mistakes were not supported; exploratory benefits emerged for high-resource vocational-school students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
prior-competence-by-attention-interaction-math-gains |
title |
Prior mathematical competence by in-class attention interaction: attention benefits were strongest among students with stronger prior knowledge |
description |
Prior mathematical competence by in-class attention interaction: attention benefits were strongest among students with stronger prior knowledge |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — geary-2021, geary-2021-2 |
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