Mathematics Anxiety: An Intergenerational Approach.

This study investigated mathematics anxiety from an intergenerational perspective, by investigating data on 172 primary-school children and both their biological parents. This family dataset ( = 516) allowed us to not only replicate previous findings per generation but also, importantly, explore intergenerational correlations. We found a significant negative association between sixth graders' arithmetical performance and their mathematics anxiety.

Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies.

Although symbolic numerical magnitude processing skills are key for learning arithmetic, their developmental trajectories remain unknown. Therefore, we delineated during the first 3years of primary education (5-8years of age) groups with distinguishable developmental trajectories of symbolic numerical magnitude processing skills using a model-based clustering approach. Three clusters were identified and were labeled as inaccurate, accurate but slow, and accurate and fast.

Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading.

In this article, we tested, using a 1-year longitudinal design, whether symbolic numerical magnitude processing or children's numerical representation of Arabic digits, is as important to arithmetic as phonological awareness is to reading. Children completed measures of symbolic comparison, phonological awareness, arithmetic, reading at the start of third grade and the latter two were retested at the start of fourth grade. Cross-sectional and longitudinal correlations indicated that symbolic comparison was a powerful domain-specific predictor of arithmetic and that phonological awareness was a unique predictor of reading.

Profiles of children's arithmetic fact development: a model-based clustering approach.

The current longitudinal study tried to capture profiles of individual differences in children's arithmetic fact development. We used a model-based clustering approach to delineate profiles of arithmetic fact development based on empirically derived differences in parameters of arithmetic fact mastery repeatedly assessed at the start of three subsequent school years: third, fourth, and fifth grades. This cluster analysis revealed three profiles in a random sample-slow and variable (n = 8), average (n = 24), and efficient (n = 20)-that were marked by differences in children's development in arithmetic fact mastery from third grade to fifth grade.

Arithmetic strategy development and its domain-specific and domain-general cognitive correlates: a longitudinal study in children with persistent mathematical learning difficulties.

Deficits in arithmetic fact retrieval constitute the hallmark of children with mathematical learning difficulties (MLD). It remains, however, unclear which cognitive deficits underpin these difficulties in arithmetic fact retrieval. Many prior studies defined MLD by considering low achievement criteria and not by additionally taking the persistence of the MLD into account.