The relationship between learning mathematics and general cognitive ability in primary school

Altered Trajectories: Considering the Long-Term Impact of Educational Disruption during the COVID-19 Pandemic on Neurodevelopment and a Call to Action for Neuropsychology

OBJECTIVE

The COVID-19 pandemic resulted in educational disruption of historic breadth and duration. The impact of school closures and remote learning have been evaluated in recent studies and reflect critical data for neuropsychologists who routinely assess brain development as it relates to diagnosis, recommendations, and informing public policy.

METHOD

Pre-pandemic and contemporaneous literature was summarized, including data on educational disruption and child and adolescent mental health challenges reported during the pandemic, and research on the impact of stress, social isolation, educational achievement, and other factors on brain development during critical developmental windows.

RESULTS

Studies indicate that prolonged educational disruption has resulted in attenuated learning gains, most remarkably for those already at risk for educational disparities. Studies have shown increased mental health challenges for youth during the pandemic, with higher rates of mood and eating disorders, and suicidal ideation. Given that some skills develop optimally within specific time periods, pandemic-related disruption has likely contributed to altered developmental trajectories.

CONCLUSION

Trajectory of neuropsychological development of children and adolescents, especially marginalized students, may be affected by effects on learning and mental health due to prolonged educational disruption and psychological stressors. Evaluation and treatment may be delayed due to backlog and increased demand. Clinical neuropsychological practice recommendations are presented with a call to action for the field in moving forward flexibly to increase access to evaluation services.

The Impact of Achievements in Mathematics on Cognitive Ability in Primary School

Cognitive skills predict academic performance, so schools that try to improve academic performance might also improve cognitive skills. The purpose of this study was to determine the effect of achievements in mathematics on cognitive ability in primary school. Methods: Participants: 100 girls and 102 boys aged 9–10 years (the fourth grade) were selected from three schools. A diagnostic test of cognitive abilities (DTCA) was created by the authors of the article for the assessment of primary school students’ cognitive abilities. The diagnostic cognitive ability test was based on Reuven Feuerstein’s theory of dynamic cognitive modality assessment, the problem-solving model, and followed the mathematics curriculum for grade 4. The tasks of the test were distributed according to the cognitive function: systematic exploration, spatial orientation, sequencing, image recognition, recognizing and understanding relationships, collecting and processing information, algorithm development, data management (classification), and construction of combinations. Achievements in mathematics: they were collected systematically using short- and medium-term mathematics tests, and the levels of achaievement were defined of grade 4 primary school students to assess individual learner performance, anticipate their learning strengths and weaknesses, and shape their subsequent learning process. Results: With regard to the relationships between cognitive functions and achievement level, Spearman’s correlation analysis revealed the relationships between the following cognitive functions: systematic exploration and spatial orientation (Spearman q = 0.276, p = 0.022), systematic exploration and designing an algorithm development (Spearman q = 0.351, p = 0.003), spatial orientation and data management (Spearman q = 0.274, p = 0.023), sequencing and combination construction (Spearman q = 0.275, p = 0.022), and sequencing and recognizing and understanding relationships (Spearman q = 0.243, p = 0.044). Conclusions: (1) The internal validity of the diagnostic test of cognitive abilities was supported by significant correlations between cognitive functions and mathematics achievement. This suggests that this methodology of the diagnostic cognitive ability test can be used to assess the cognitive abilities of primary school students. (2) The diagnostic test of cognitive abilities showed that the majority of primary school students reached higher levels of achievement in a systematic inquiry (systematic, non-impulsive, planned behavior when collecting data or checking information). A difference was observed in the ability of students to navigate in space and follow directions for primary school students at a satisfactory or higher level. Primary school students’ performance in identifying the rule for the sequencing of elements, finding missing elements, and extending the sequences was at the basic and advanced levels. (3) The results of the study showed the reciprocal correlation between achievements in mathematics and cognitive function of primary school students. The two phases that caused difficulties for students were revealed: understanding the problem and carrying out the plan phase.

Improved Intelligence, Literacy and Mathematic Skills Following School-Based Intervention for Children in Foster Care

Interventions aimed at improving school performance for children in foster care are few and are generally not implemented. By preventing failure in school, the prospect of reducing the risk for future poor health, substance abuse, unemployment, and other detrimental social conditions are met. This paper focuses on the change of preconditions for compulsory school performance in out-of-home care children, following an intervention called “Skolfam” that aims to improve school performance by individual assessments and school-based interventions. In this study, data were compiled from prospective repeated tests of 475 children in foster care in Sweden. Educational preconditions were analysed for compulsory school performance, such as intelligence (WISC-IV), psychosocial (SDQ) and adaptive behavior (ABAS-II), literacy (Reading Chains) and mathematical skills (Magne Mathematic Diagnoses) before and after the first 2 years of the “Skolfam” intervention. All tests were age-standardized and performed by experienced professionals. The results showed improved skills in complex aspects of literacy, mathematics, and cognitive performance, but no improvement in less complex literacy skills, adaptive behavior or mental health symptoms. In conclusion, higher-order cognitive functions can develop positively when appropriate school support is provided. Affective function, adaptive behavior, and psychosocial well-being present a more pervasive challenge for children in foster care. Implications for future research, practice in social services, and school is that further development of methods to aid future prospects for children in out-of-home care should aim to improve both cognitive higher-order executive-, and affective functions.

Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association

Cognitive ability and educational success predict positive outcomes across the lifespan, from higher earnings to better health and longevity. The shared positive outcomes associated with cognitive ability and education are emblematic of the strong interconnections between them. Part of the observed associations between cognitive ability and education, as well as their links with wealth, morbidity and mortality, are rooted in genetic variation. The current review evaluates the contribution of decades of behavioural genetic research to our knowledge and understanding of the biological and environmental basis of the association between cognitive ability and education. The evidence reviewed points to a strong genetic basis in their association, observed from middle childhood to old age, which is amplified by environmental experiences. In addition, the strong stability and heritability of educational success are not driven entirely by cognitive ability. This highlights the contribution of other educationally relevant noncognitive characteristics. Considering both cognitive and noncognitive skills as well as their biological and environmental underpinnings will be fundamental in moving towards a comprehensive, evidence-based model of education.

Assessment of Mathematics Difficulties for Second and Third Graders: Cognitive and Psychological Parameters

Mathematical achievement during the first years of primary school seems to be a reliable predictor of students’ later performance. In addition, cognitive, metacognitive, and psychological parameters are considered to be factors related to mathematical achievement. However, in the Greek educational system, there is a shortage of valid and reliable tools for the assessment of mathematics difficulties and as a consequence, identification of children with these difficulties does not take place before the last years of primary school. This study aims to investigate the relationship between working memory, sustained attention, executive functions, and math anxiety with mathematical achievement in 2nd and 3rd graders. The design of the study was based on the parameters of mathematics difficulties, as they arise from the literature review. Ninety-one Year 2 and Year 3 primary school students (mean age 8.06 years) from three public schools situated in Attica, Greece participated in the study. The students completed three different scales including educational, cognitive, and psychological tasks. Results showed that mathematical skills were significantly correlated with sustained attention, inductive reasoning, math anxiety, and working memory. Moreover, mental arithmetic ability, sustained attention, and working memory predicted mathematical achievement of second and third graders. The study’s outcomes verify that sustained attention, inductive reasoning, working memory, and math anxiety are correlated with young students’ mathematical performance. The implications of the results for the development of an assessment tool for early detection of mathematics difficulties will be discussed.