Mathematics achievement in the last year of primary school. Longitudinal relationship with general cognitive skills and prior mathematics knowledge

Abstract

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, fractions knowledge showed to be no longer a significant predictor. Those 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.