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Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis
Ruiz, Carola Kohnen, Saskia von Hagen, Alexa Kwok, Fu Yu Bull, Rebecca
Ruiz, Carola
Kohnen, Saskia
von Hagen, Alexa
Kwok, Fu Yu
Bull, Rebecca
Abstract
This systematic review examines which domain-specific numeracy skills in the first year of formal schooling most reliably predict achievement in mathematics during primary school. Longitudinal studies that assessed domain-specific skills in the first year of formal schooling and mathematical outcomes at a later grade in primary school were included. Databases were searched in July 2020. Fifty-four studies were included, representing 13,453 participants. We investigated the strength of the associations between different types of domain-specific skills and mathematical outcomes through correlated effects models and random effects univariate meta-analyses. Results showed small to large significant positive correlations. The strength of the evidence is limited by the small number of studies and the variability found in measures. The findings are analyzed in light of theoretical models of numerical cognition. Implications for future research are discussed.
Keywords
mathematical achievement, domain-specific skills, predictors, systematic review, numeracy, meta-analysis
Date
2024
Type
Journal article
Journal
Educational Research Review
Book
Volume
42
Issue
Page Range
Article Number
Article 100583
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled