Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom.
School of Psychology and Vision Sciences, University of Leicester, Leicester, United Kingdom.
PLoS One. 2023 Nov 6;18(11):e0291796. doi: 10.1371/journal.pone.0291796. eCollection 2023.
Algebra and geometry are important components of mathematics that are often considered gatekeepers for future success. However, most studies that have researched the cognitive skills required for success in mathematics have only considered the domain of arithmetic. We extended models of mathematical skills to consider how executive function skills play both a direct role in secondary-school-level mathematical achievement as well as an indirect role via algebra and geometry, alongside arithmetic. We found that verbal and visuospatial working memory were indirectly associated with mathematical achievement via number fact knowledge, calculation skills, algebra and geometry. Inhibition was also indirectly associated with mathematical achievement via number fact knowledge and calculation skills. These findings highlight that there are multiple mechanisms by which executive function skills may be involved in mathematics outcomes. Therefore, using specific measures of mathematical processes as well as context-rich assessments of mathematical achievement is important to understand these mechanisms.
代数和几何是数学的重要组成部分，通常被认为是未来成功的关键。然而，大多数研究数学成功所需认知技能的研究仅考虑了算术领域。我们扩展了数学技能模型，以考虑执行功能技能如何通过代数和几何以及算术直接影响中学水平的数学成绩，以及通过代数和几何间接影响。我们发现，言语和视空间工作记忆通过数字事实知识、计算技能、代数和几何与数学成绩间接相关。抑制也通过数字事实知识和计算技能与数学成绩间接相关。这些发现强调了执行功能技能可能通过多种机制参与数学结果。因此，使用数学过程的具体衡量标准以及对数学成绩的丰富背景评估对于理解这些机制非常重要。
