ArticleBrain sciences2022
The Impact of Achievements in Mathematics on Cognitive Ability in Primary School.
Article in Brain sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 19 citations in OpenAlex.
- Developmental trajectories of vocabulary and logical thinking skills across adolescence: a person-centered longitudinal study in China.BMC public health · 2026Article
- "It's Different for Girls!" The Role of Anxiety, Physiological Arousal, and Subject Preferences in Primary School Children's Math and Mental Rotation Performance.Behavioral sciences (Basel, Switzerland) · 2024Article
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Authors and funding
6 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
methodsParticipants: 100 girls and 102 boys aged 9-10 years (the fourth grade) were selected from three schools. A
resultsWith 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,
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.
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