Abstract:
A new study shows that the reason why some children have difficulty learning mathematics may not only be related to the numbers themselves. Researchers have found that language-related knowledge and reasoning skills are among the most consistent cognitive factors in predicting math performance, and that these abilities may even be as important as number understanding itself.
Mathematics has always been regarded as a core subject in the education system, helping students develop critical thinking, logical reasoning and problem-solving skills. Since mathematical knowledge is highly progressive, establishing a solid foundation in the early stages is crucial for future academic development and daily life. However, why some students master mathematical concepts easily while others still struggle despite repeated instruction has been a matter of concern in the field of educational research.
A research team led by Daniel Hajovsky, associate professor in the Department of Educational Psychology at Texas A&M University, published research results in the Journal of Intelligence and conducted a systematic analysis of the cognitive factors that affect mathematical ability. Research points out that mathematics learning not only relies on the ability to operate numbers, but also requires identifying patterns, understanding information and using logical reasoning, and these processes rely on a variety of cognitive skills at the same time.
The research team integrated data from 122 different test systems and conducted a comparative analysis of a large number of cognitive ability and academic assessment results. These tests cover children's intelligence tests, behavioral ability assessments, and academic performance. Through a comprehensive analysis, the researchers were able to examine the relationship between different cognitive abilities and mathematical knowledge, numeracy, problem solving and computational fluency.
Research results show that language knowledge and reasoning ability perform prominently in all indicators. Among them, "fluid reasoning ability" was identified as one of the strongest predictors. This ability refers to the ability to draw conclusions, discover patterns and deduce solutions through induction and deduction when facing new problems. Researchers believe that this ability can help students understand unfamiliar mathematical problems and make connections between different mathematical concepts.
At the same time, research also emphasizes the importance of number sense. The so-called number sense refers to an individual’s overall understanding of numbers and their relationships. Research has found that number sense is as critical as language and reasoning skills and is an important foundation for subsequent mathematics learning. The research team pointed out that although cognitive ability has an important impact on learning and academic outcomes, it is not sufficient to fully explain a person's mathematical ability.
Researchers say that it is often difficult to fully reflect students' true learning status with just one mathematics achievement test. Some students' difficulties may stem from insufficient language comprehension or reasoning skills, not just insufficient mathematical knowledge. By identifying these underlying factors, teachers and schools can identify students in need earlier and provide more targeted support.
The research team believes that this result helps to re-understand the causes of mathematics learning difficulties and also provides educators with a new assessment perspective. In the future, by simultaneously focusing on language development, reasoning ability training, and number sense training, it may be possible to more effectively improve children's mathematics learning performance and reduce the accumulated gaps in academic development.
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