scholarly journals Patterns of Symbolic Numerical Magnitude Processing and Working Memory as Predictors of Early Mathematics Performance

2020 ◽  
Author(s):  
Riikka Mononen ◽  
Markku Niemivirta
Keyword(s):  
Working Memory ◽  
Cognitive Skills ◽  
Latent Class ◽  
First Graders ◽  
Mathematics Performance ◽  
Group Differences ◽  
Numerical Magnitude ◽  
Word Problem Solving ◽  
Magnitude Processing ◽  
Explained Variance

Although the roles of symbolic numerical magnitude processing (SNMP) and working memory (WM) in mathematics performance are well acknowledged, studies examining their joint effects are few. Here, we investigated the profiles of SNMP (1- and 2-digit comparison) and WM (verbal, visual and central executive) among Norwegian first graders (N = 256), and how these predict performance in counting, arithmetic facts and word problem solving. Using latent class cluster analysis, four groups were identified: 1) weak SNMP (33.6%), 2) strong SNMP (25.8%), 3) weak SNMP and WM (23.4%) and 4) strong WM (17.2%). Group differences in mathematics performance were significant with explained variance ranging from 7% to 16%, even after controlling for relevant demographics and domain-general cognitive skills. Our findings suggest that children may display relative strengths in SNMP and WM, and that they both have a unique, even compensatory role in mathematics performance.

The Roles of Initial Mathematics, Reading, and Cognitive Skills in Subsequent Mathematics Performance: A Meta-Analytic Structural Equation Modeling Approach

2021 ◽  
pp. 003465432110545
Author(s):  
Xin Lin ◽  
Sarah R. Powell
Keyword(s):  
Working Memory ◽  
Structural Equation Modeling ◽  
Cognitive Skills ◽  
Structural Equation ◽  
Meta Analysis ◽  
Time Lag ◽  
Mathematics Performance ◽  
Equation Modeling ◽  
Word Problem Solving ◽  
Significant Moderator

In the present meta-analysis, we systematically investigated the relative contributions of students’ initial mathematics, reading, and cognitive skills on subsequent mathematics performance measured at least 3 months later. With one-stage meta-analytic structural equation modeling, we conducted analyses based on 580,437 students from 265 independent samples and 250 studies. Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance. Age emerged as a significant moderator in the model, such that the effects of comprehensive mathematics and working memory on subsequent mathematics increased with age, whereas attention and self-regulation’s impacts declined with age. Time lag between assessments also emerged as a significant moderator, such that the effects of word-problem solving and word recognition accuracy decreased as the time lag increased, whereas vocabulary, attention, and self-regulation’s effects increased as the time lag increased.

scholarly journals Developmental Relations between Mathematics Anxiety, Symbolic Numerical Magnitude Processing, and Arithmetic Skills from First to Second Grade

2021 ◽  
Author(s):  
Riikka Mononen ◽  
Markku Niemivirta ◽  
Johan Korhonen ◽  
Marcus Lindskog ◽  
Anna Tapola
Keyword(s):  
Mathematics Anxiety ◽  
Performance Test ◽  
Longitudinal Research ◽  
Rank Order ◽  
Change Score ◽  
Mathematics Performance ◽  
Numerical Magnitude ◽  
Magnitude Processing ◽  
And Gender ◽  
Over Time

We investigated the levels and changes in mathematics anxiety (MA), symbolic numerical magnitude processing (SNMP) and arithmetic skills, and how those changes are linked to each other. Children’s (n = 264) MA, SNMP and arithmetic skills were measured in Grade 1, and again in Grade 2, including also a mathematics performance test. All three constructs correlated significantly within each time point, and the rank-order stability over time was high, particularly in SNMP and arithmetic skills. By means of latent change score modeling, we found overall increases in SNMP and arithmetic skills over time, but not in MA. Most interestingly, changes in arithmetic skills and MA were correlated (i.e., steeper increase in arithmetic skills was linked with less steep increase in MA), as were changes in SNMP and arithmetic skills (i.e., improvement in SNMP was associated with improvement in arithmetic skills). Only the initial level of arithmetic skills and change in it predicted mathematics performance. The only gender difference, in favour of boys, was found in SNMP skills. The differential effects associated with MA (developmentally only linked with arithmetic skills) and gender (predicting only changes in SNMP) call for further longitudinal research on the different domains of mathematical skills.

scholarly journals Implementation and Evaluation of a Serious Game for Working Memory Enhancement

2020 ◽  
Vol 10 (24) ◽  
pp. 9128
Author(s):  
Agisilaos Chaldogeridis ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Working Memory ◽  
Video Game ◽  
Cognitive Skills ◽  
Intervention Program ◽  
Evaluation Process ◽  
Serious Game ◽  
Memory Enhancement ◽  
Targeted Interventions ◽  
Mental Abilities ◽  
Key Aspects

The amount of information which can be stored in the human brain is limited and dependent on memory capacity. Over the last few years there has been a trend in training cognitive skills, not only to prevent cognitive decline, which is inevitable as a person grows older, but also to increase or at least preserve mental abilities that will allow a person to function at a higher cognitive level. Memory is one of those key aspects among cognitive skills that has a significant role in a person’s mental performance. Specifically, focus is given to Working Memory (WM), as evidence has shown that it can be increased by applying targeted interventions. An intervention program like this is the main object of this current paper. Using a Serious Game (SG), we designed and created a video game which targets WM training. Its effectiveness was tested and evaluated through an evaluation process where forty people participated in a seven-week training program. Post-results showed that participants had an increase in their WM performance, especially those who had lower scores at the pre-test, while those with high pre-test scores just preserved their initial status. Additionally, all participants agreed that the game is fun and enjoyable to play and that it helps them to increase WM performance.

Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

2021 ◽  
pp. 105345122110475
Author(s):  
Bradley Witzel ◽  
Jonté A. Myers ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Mathematics Performance ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Model Based ◽  
Students With Ld

State exams frequently use word problems to measure mathematics performance making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data from students with LD, five empirically validated word-problem strategies are presented with components of model-based problem solving (MBPS) highlighted.

Developmental Patterns of Cognitive and Non-Cognitive Skills of Russian First-Graders

2018 ◽  
Vol 50 (3) ◽  
pp. 297-314
Author(s):  
Ekaterina Orel ◽  
Irina Brun ◽  
Elena Kardanova ◽  
Inna Antipkina
Keyword(s):  
Cognitive Skills ◽  
First Graders ◽  
Developmental Patterns

scholarly journals Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading

PLoS ONE ◽  
2016 ◽  
Vol 11 (3) ◽  
pp. e0151045 ◽  
Author(s):  
Kiran Vanbinst ◽  
Daniel Ansari ◽  
Pol Ghesquière ◽  
Bert De Smedt
Keyword(s):  
Phonological Awareness ◽  
Numerical Magnitude ◽  
Magnitude Processing
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