Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study.

Jessica Mercader,Jesús F Rosel,Ana Miranda,Rebeca Siegenthaler,M Jesús Presentación

doi:10.3389/fpsyg.2017.02375

Jessica Mercader, Jesús F Rosel + Show 3 more

Open Access

https://doi.org/10.3389/fpsyg.2017.02375

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Abstract

The main goal of this longitudinal study is to examine the power of different variables and its dynamic interactions in predicting mathematical performance. The model proposed in this study includes indicators of motivational constructs (learning motivation and attributions), executive functioning (inhibition and working memory), and early numeracy skills (logical operations, counting, and magnitude comparison abilities), assessed during kindergarten, and mathematical performance in the second year of Primary Education. The sample consisted of 180 subjects assessed in two moments (5–6 and 7–8 years old). The results showed an indirect effect of initial motivation on later mathematical performance. Executive functioning and early numeracy skills mediated the effect of motivation on later mathematic achievement. Practical implications of these findings for mathematics education are discussed.

Highlights

Differences in the acquisition of skills in the initial learning of mathematics influence school and life success (Ancker and Kaufman, 2007; McCloskey, 2007; Geary, 2011)
A longitudinal study was carried out to analyze the complex relations among motivation
it correlates with a variety of higher cognitive skills

Summary

Introduction

Differences in the acquisition of skills in the initial learning of mathematics influence school and life success (Ancker and Kaufman, 2007; McCloskey, 2007; Geary, 2011). Mathematical knowledge predicts later success in school, and even in high school, and it correlates with a variety of higher cognitive skills (Clements and Sarama, 2011). This issue captures the interest of research in the educational field. There is a growing body of multi-factorial approaches in which it is reported that mathematical performance occurs as a function of different factors and the interrelationships between them This is the case of the Opportunity-Propensity model (Byrnes and Miller, 2007). A high priority in education is to clarify the cognitive and motivational processes involved and, above all, explain the interrelations between them

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