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Direct linkScalise, Nicole R.; Purpura, David J. – Journal of Educational Psychology, 2022
There is evidence of a relation between the approximate number system (ANS) and later mathematics achievement. Researchers have proposed various mediators of this relation, including executive functioning (EF), numeral knowledge, and mathematical language. The goal of the present study was to determine which factors mediate the relation between…
Descriptors: Preschool Children, Number Systems, Mathematics Achievement, Correlation
Caviola, Sara; Colling, Lincoln J.; Mammarella, Irene C.; Szucs, Dénes – Developmental Science, 2020
We determined the relative importance of the so-called approximate number system (ANS), symbolic number comparison (SNC) and verbal and spatial short-term and working memory (WM) capacity for mathematics achievement in 1,254 Grade 2, 4 and 6 children. The large sample size assured high power and low false report probability and allowed us to…
Descriptors: Elementary School Students, Number Systems, Short Term Memory, Mathematics Achievement
Passolunghi, Maria Chiara; Cargnelutti, Elisa; Pastore, Massimiliano – British Journal of Educational Psychology, 2014
Background: Math learning is a complex process that entails a wide range of cognitive abilities to be fulfilled. There is sufficient evidence that both general and specific cognitive skills assume a fundamental role, despite the absence of shared consensus about the relative extent of their involvement. Moreover, regarding general abilities, there…
Descriptors: Cognitive Ability, Mathematics Skills, Correlation, Memory
