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Higher level domain specific skills in mathematics; the relationship between algebra, geometry, executive function skills and mathematics achievement

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posted on 2023-12-20, 17:31 authored by Jayne Spiller, Sarah Clayton, Lucy Cragg, Samantha Johnson, Victoria Simms, Camilla Gilmore

Algebra and geometry are important components of mathematics that are often considered gatekeepers for future success. However, most studies that have researched the cognitive skills required for success in mathematics have only considered the domain of arithmetic. We extended models of mathematical skills to consider how executive function skills play both a direct role in secondary-school-level mathematical achievement as well as an indirect role via algebra and geometry, alongside arithmetic. We found that verbal and visuospatial working memory were indirectly associated with mathematical achievement via number fact knowledge, calculation skills, algebra and geometry. Inhibition was also indirectly associated with mathematical achievement via number fact knowledge and calculation skills. These findings highlight that there are multiple mechanisms by which executive function skills may be involved in mathematics outcomes. Therefore, using specific measures of mathematical processes as well as context-rich assessments of mathematical achievement is important to understand these mechanisms.

History

Author affiliation

School of Psychology and Vision Sciences, University of Leicester

Version

  • VoR (Version of Record)

Published in

PLoS ONE

Volume

18

Issue

11

Publisher

Public Library of Science

issn

1932-6203

Copyright date

2023

Available date

2023-12-20

Language

en

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