Children and mathematics: beyond the role of cognitive abilities in early math achievement

The field of mathematical learning has received in recent years increasing attention in research, clinical and educational settings. The leading research line is dedicated to the investigation of the cognitive abilities fundamental for the acquisition and application of math concepts. Among general abilities, there is a wealth of evidence in favor of the recruitment of both working memory and short-term memory, despite there is no agreement concerning the involvement of the related subcomponents. Conflicting results pertain also the role of intelligence. Even major debate concerns more specific cognitive abilities, therefore those closely related to mathematics. In particular, it has not been elucidated the involvement of basic skills entailing approximate judgments about magnitudes and identified with ANS. Moreover, it is not yet clear how the recruitment of all these abilities can vary in dependence on stage of development and level of instruction. The other research line, almost independent from the previous, is dedicated to the evaluation of constructs non-cognitive in nature, for instance affective and motivational factors but also self-perceptions, in relation to academic achievement. Mainly studied are constructs such as self-efficacy and anxiety, with particular reference to a subtype of anxiety that is specific to math. Other relevant aspects are represented by constructs such as self-concept and self-esteem, but also depression. Nevertheless, this kind of studies is usually conducted on old children, typically in those attending secondary school or college, whereas less attention is dedicated to younger students. Starting from these considerations, the purpose of the current dissertation has been that of elucidating which are the factors, both cognitive and non-cognitive, that can assume a greater relevance at the beginning of schooling, i.e., in the first grades of primary school. These factors have been inspected both separately and by trying to find a possible interrelation between them. In CHAPTER 1, the topics that are object of the present work are illustrated by delineating the state-of-the-art pertinent to each of them. CHAPTER 2 is dedicated to the description of Study 1, where a broad range of cognitive abilities including memory, intelligence and ANS has been investigated just at the beginning of formal instruction and therefore in relation to early math competence. Having proved the significant involvement of all tested skills, the consequent aim was that of exploring to which extent the same are suitable in the prediction of math performance in following grades. This investigation has represented the topic of Study 2, illustrated in CHAPTER 3. In this study, children were longitudinally followed from first to third grade, observing that the tested abilities can successfully predict future math learning, but with a leading role of working memory. Once having shed light on the involvement of cognitive abilities, a second purpose was the investigation of the possible involvement in young students of non-cognitive factors. These constructs were thus assessed in Study 3, reported in CHAPTER 4. The sample was represented by second graders and more relevant aspects resulted to be self-efficacy and general anxiety. Contrary to expectations, anxiety specific to math appeared be non-significantly related to math performance. For this reason, Study 4, described in CHAPTER 5, was dedicated to an extensive evaluation of this constructs in third graders, in order to inspect when it could become relevant. Results suggested the association with math performance to establish in third grade, with particular impact of anxiety related to learning math rather than that associated to the math testing condition. The main findings emerging from overall studies and limitations, future directions and implications of the research are finally discussed in CHAPTER 6. ?