Studies have demonstrated a significant correlation between the approximate number system (ANS) and early mathematical achievement. However, various explanations exist regarding the underlying cognitive mechanisms that underpin this association. The present study investigated whether the two hypotheses of inhibition control and visual form…

Visuospatial abilities are associated with children's performance in mathematics. However, little is known about the contribution of visual perception, especially during preadolescence. Here, we aimed to test the relationship between visual perception, mathematics and field-dependent/independent cognitive style (FDI). We also focused on…

Mathematics is an essential subject in schools, helping develop cognitive skills such as critical analysis, logical reasoning, and problem-solving. However, academic achievement in mathematics often declines, with some students having difficulty understanding mathematical ideas. Many factors influence mathematics achievement, including students'…

Background: Previous studies indicated that working memory (WM) updating and WM capacity play essential roles in mathematical ability. However, it is unclear whether WM capacity mediates the effect of WM updating on mathematics, and whether the cascading effects vary with different mathematical domains. Aims: The current study aims to explore the…

The study identified the cognitive mechanisms that underly individual differences in mathematics and reading. There is little systematic evidence regarding the connections between cognitive capabilities, mathematics and reading among high-school students with typical development. Moreover, the study aimed to examine whether or not gender is…

For autistic students receiving special education services, little is known about their relative strengths, weaknesses, and enjoyment across different math content areas; their overall math interest and persistence are also not well-studied. Using the 2017 eighth-grade National Assessment of Education Progress data, this study finds, relative to…

The body of research surrounding the relationship between visuospatial working memory (VSWM) and mathematics performance remains in its infancy. However, it is an area generating increasing interest as the performance of school leavers comes under constant scrutiny. In order to develop a coherent understanding of the literature to date, all…

Despite evidence for the involvement of working memory in mathematics attainment, the understanding of its components relationship to individual areas of mathematics is somewhat restricted. This study aims to better understand this relationship. Two-hundred and fourteen year 3 children in the UK were administered tests of verbal and visuospatial…

In order to address the problem of the underlying mechanism of mathematics learning disability (MLD), in the current research, we investigated the visual and auditory perceptions of elementary school children with visual and auditory MLD from the first to fourth grade. We found that children with visual mathematics learning disability (VMLD) and…

Background: Previous research showed a significant association between mathematics and working memory (WM). However, evidence regarding the different effects of verbal and visuospatial WM on mathematical abilities was very limited. Aims: The current research aims to explore the relationship between verbal and visuospatial WM with mathematical…

Background: Work surrounding the relationship between visuospatial working memory (WM) and mathematics performance is gaining significant traction as a result of a focus on improving academic attainment. Aims: This study examined the relative contributions of verbal and visuospatial simple and complex WM measures to mathematics in primary school…

In this qualitative case study, we investigated the role of an advanced math curriculum with language scaffolding on the development of geometric and visual-spatial reasoning skills in young mathematically promising English learners (MPELs). Specifically, we examined the effects of providing MPELs with challenging and supportive math curriculum to…

Purpose: In this study, it was aimed to examine the relationship between the visual mathematics literacy perceptions and its sub-dimension for geometry success levels of prospective teachers. It was also aimed to examine to what extent visual mathematics literacy perception and its sub-dimensions predicted geometry success. Research Methods: This…

Cognitive, numeracy, and motivational factors have been implicated in math achievement. However, few studies have investigated these factors simultaneously and in middle childhood, limiting our understanding of the relative contributions of these factors during an important developmental period. The current study investigated how one numeracy,…

Studies have shown that numerosity-based arithmetic training can promote arithmetic learning in typically developing children as well as children with developmental dyscalculia (DD), but the cognitive mechanism underlying this training effect remains unclear. The main aim of the current study was to examine the role of visual form perception in…