DOMAIN SPECIFIC AND DOMAIN GENERAL PREDICTORS OF MATHEMATICAL LEARNING DIFFICULTY (MLD)

Abstract

Children’s numerical skills in early years are predictive of success in life and later academic career. Individual differences in mathematical achievement are found to be linked with specific number inadequacy (both symbolic and non-symbolic), general cognitive functions and early numeracy activities. However, the literature has competing findings. This study intends to investigate domain-general and domain-specific predictors of formal mathematical achievement among the first grade students. Sample comprised of 97 children (6-7 year-old) (M = 6.29 Years; SD = 0.45) part of the study. These children were categorized into two groups based on mathematical competence scores, Mathematical Learning Difficulty (MLD, n=20) and Typical Achieving (TA, n=77). Both paper-pencil and computer based tasks were used for data collection. For domain specific abilities, SYMP Test (symbolic magnitude processing) and Pana Math (non-symbolic magnitude processing) was used. For domain general abilities, Home Numeracy Environment Questionnaire, Digit Span Task (Phonological Loop), Corsi Block Task (Visuospatial Sketchpad), and Tower of London Task (Executive Functioning; Inhibition) were used along demographics sheet. Mann-Whitney analysis indicated the performance of MLD group as significantly lower than that of TA group in home numeracy environment (indirect activities) (d=0.06) and SYMP test (d=0.05). Hierarchical regression analysis revealed the SYMP (B=0.50, f (88, 9) = 4.9, p<0.001), level of Mother’s education (B=0.50, f (88, 9) = 4.9, p<0.001) and HNE (indirect activities) (B= 0.00, t (88, 9) = 4.9, p<0.001) as specific predictors of mathematics performance at age 6-7 years. Future implications and recommendations are also discussed in the manuscript