What predicts mathematics achievement? Developmental change in 5- and 7-year-old children

Abstract

Many changes occur in general and specific cognitive abilities in children between 5 and 7 years of age, the period coinciding with entrance into formal schooling. The current study focused on the relative contributions of approximate number system (ANS) acuity, mapping precision between numeral symbols and their corresponding magnitude (mapping precision) and working memory (WM) capacity to mathematics achievement in 5- and 7-year-olds. Children’s performance was examined in different tasks: nonsymbolic number comparison, number line estimation, working memory, mathematics achievement, and vocabulary. This latter task was used to determine whether predictors were general or specific to mathematics achievement. The results showed that ANS acuity was a significant specific predictor of mathematics achievement only in 5-year-olds, mapping precision was a significant specific predictor at the two ages, and WM was a significant general predictor only in 7-year-olds. These findings suggest that a general cognitive ability, especially WM, becomes a stronger predictor of mathematics achievement after entrance into formal schooling, whereas ANS acuity, a specific cognitive ability, loses predictive power. Moreover, mediation analyses showed that mapping precision was a partial mediator of the relation between ANS acuity and mathematics achievement in 5-year-olds but not in 7-year-olds. Conversely, in 7-year-olds but not in 5-year-olds, WM fully mediated the relation between ANS acuity and mathematics achievement. These results showed that between 5 and 7 years of age, the period of transition into formal mathematical learning, important changes occurred in the relative weights of different predictors of mathematics achievement.