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Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable

Zachary Hawes1, Joan Moss2, Beverly Caswell2

  • 1Department of Psychology, Brain and Mind Institute, University of Western Ontario, Canada.

Cognitive Psychology
|January 8, 2019
PubMed
Summary

Spatial visualization and numerical skills uniquely predict math achievement in children. Executive functions play a role, but spatial skills are the strongest predictor, mediating the link between numerical skills and math performance.

Keywords:
Executive functionsLatent-variable analysis (SEM)Mathematics achievementNumerical skillsSpatial skillsSpatial visualization

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Numerical, spatial, and executive function (EF) skills are recognized as crucial for mathematics learning.
  • Previous research often studied these skills in isolation, leaving questions about their interrelations and latent structure.
  • Understanding the unique and shared contributions of these cognitive domains to mathematics is essential.

Purpose of the Study:

  • To confirm the latent structure of numerical, spatial, EF skills, and mathematics achievement.
  • To measure the unique and shared relationships among these cognitive constructs.
  • To investigate the nature of the space-math association, particularly through mediation analyses.

Main Methods:

  • Latent-variable analyses, specifically structural equation modeling, were employed.
  • A sample of 316 children aged 4 to 11 years participated.
  • Confirmatory factor analysis and mediation analyses were conducted.

Main Results:

  • Numerical, spatial, and EF skills were confirmed as related yet distinct constructs.
  • These cognitive skills collectively explained 84% of the variance in mathematics achievement.
  • Spatial and numerical skills emerged as unique predictors of mathematics achievement, with numerical skills mediating the spatial-math relationship.

Conclusions:

  • Spatial visualization is a significant and independent predictor of mathematics achievement in children.
  • The findings underscore the importance of spatial skills in early mathematics education.
  • Cognitive development in numerical, spatial, and EF domains significantly impacts mathematical abilities from preschool through 4th grade.