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The highs and lows of mathematical ability: Shared and distinct longitudinal predictors of mathematical ability grouping
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Type
Article
Citation
Cheng, S., Bull, R., Burns, E. C., & Muñez, D. (2024). The highs and lows of mathematical ability: Shared and distinct longitudinal predictors of mathematical ability grouping. Learning and Individual Differences, 116, Article 102570. https://doi.org/10.1016/j.lindif.2024.102570
Abstract
The current study examines how kindergarten domain-general and domain-specific factors, mathematical skills at primary 1 (P1), and socioeconomic status (SES) predict high versus low (top and bottom 13th percentile) mathematical ability at primary 6 (P6). Four-hundred-and-seven P6 students had previously completed the measures. Logistic path analyses showed that SES, P1 mathematics, and fluid intelligence showed direct significant effects on P6 high achievement group membership. Visuospatial working memory, SES, reading, and P1 mathematics showed direct effects on P6 low group membership. Number sense, fine motor skills, and reading demonstrated indirect effects on both group memberships through P1 mathematics. No significant effect was found for executive functioning or verbal working memory. Findings suggest that there is a qualitative difference in mathematical ability across the performance spectrum. Assessment and instruction should be differentiated to account for predictors that are specific to either end of the ability spectrum.
Date Issued
2024
Publisher
Elsevier
Journal
Learning and Individual Differences
DOI
10.1016/j.lindif.2024.102570
Description
The open access publication is available at https://doi.org/10.1016/j.lindif.2024.102570
Project
OER 09/14 RB
OER 01/21 KKH
Funding Agency
Ministry of Education, Singapore