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Direct linkYang, Xiujie; Yan, Mengge; Ruan, Yijun; Ku, Serena Yuk Yee; Lo, Jason Chor Ming; Peng, Peng; McBride, Catherine – Journal of Educational Psychology, 2022
The present study presents a meta-analysis of the relations between phonological processing abilities and different mathematics subskills. Using a random-effects model with 94 studies (135 unique samples, 826 effect sizes), the present meta-analysis revealed a significant general association between phonological processing and mathematics (average…
Descriptors: Mathematics Instruction, Phonology, Language Processing, Meta Analysis
Scalise, 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
Ching, Boby Ho-Hong; Nunes, Terezinha – Journal of Educational Psychology, 2017
This longitudinal study examines the relative importance of counting ability, additive reasoning, and working memory in children's mathematical achievement (calculation and story problem solving). In Hong Kong, 115 Chinese children aged 6 years old participated in 2 waves of assessments (T1 = first grade and T2 = second grade). Multiple regression…
Descriptors: Longitudinal Studies, Mathematics Achievement, Short Term Memory, Intelligence Quotient
