Mathematics Achievement in the Last Year of Primary School. Longitudinal Relationship with General Cognitive Skills and Prior Mathematics Knowledge

Artigo2024

Florencia Stelzer; Santiago Vernucci; Yesica Aydmune; Macarena del Valle; María Laura Andres; Isabel María Introzzi

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Resumo

The aim of this study was to analyze the joint, relative, and unique predictive value of students' prior knowledge of mathematics (knowledge of fractions and ability to divide natural numbers) and general cognitive ability (fluid intelligence and working memory) upon general mathematics achievement in the last year of primary school. Seventy-five students participated (M age = 11.2 years old, SD = 0.40). Hierarchical regression analysis showed that the ability to divide and fractions knowledge accounted for 41% of the variance in mathematics achievement, both acting as significant predictors. By incorporating working memory and fluid intelligence into the model, fraction knowledge showed to be no longer a significant predictor. These general cognitive skills explained an additional 8% of the variance in mathematics knowledge, both being significant predictors and contributing to mathematics achievement in a unique way. The implications of these results for mathematics teaching are discussed.

Dados da obra

Tipo: Artigo
Periódico: European Journal of Psychology of Education
Ano: 2024
Idioma: en
Palavras-chave: Mathematics Achievement; Elementary School Students; Thinking Skills; Prior Learning; Fractions; Division; Cognitive Ability; Predictor Variables; Intelligence; Short Term Memory; Mathematics Education
ISSN: 0256-2928
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
STELZER, Florencia et al.. Mathematics Achievement in the Last Year of Primary School. Longitudinal Relationship with General Cognitive Skills and Prior Mathematics Knowledge. European Journal of Psychology of Education, 2024. Disponível em: http://dx.doi.org/10.1007/s10212-023-00700-w. Acesso em: 5 nov. 2026.

APA

Stelzer, F., Vernucci, S., Aydmune, Y., Valle, M. d., Andres, M. L., & Introzzi, I. M. (2024). Mathematics Achievement in the Last Year of Primary School. Longitudinal Relationship with General Cognitive Skills and Prior Mathematics Knowledge. European Journal of Psychology of Education. http://dx.doi.org/10.1007/s10212-023-00700-w

BibTeX

@article{stelzer2024,
  author = {Stelzer, Florencia and Vernucci, Santiago and Aydmune, Yesica and Valle, Macarena del and Andres, María Laura and Introzzi, Isabel María},
  title = {Mathematics Achievement in the Last Year of Primary School. Longitudinal Relationship with General Cognitive Skills and Prior Mathematics Knowledge},
  year = {2024},
  journal = {European Journal of Psychology of Education},
  url = {http://dx.doi.org/10.1007/s10212-023-00700-w},
  language = {en}
}

RIS

TY  - JOUR
AU  - Stelzer, Florencia
AU  - Vernucci, Santiago
AU  - Aydmune, Yesica
AU  - Valle, Macarena del
AU  - Andres, María Laura
AU  - Introzzi, Isabel María
TI  - Mathematics Achievement in the Last Year of Primary School. Longitudinal Relationship with General Cognitive Skills and Prior Mathematics Knowledge
PY  - 2024
JO  - European Journal of Psychology of Education
UR  - http://dx.doi.org/10.1007/s10212-023-00700-w
LA  - en
ER  -

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