Children with stronger verbal working memory and spatial skills are more likely to excel in maths, according to new research that examined the cognitive factors influencing students’ performance. The study categorised pupils into different achievement levels and identified key skills that contributed to their mathematical success or difficulties. The findings were published in the journal Learning and Individual Diffferences.
The research focused on a group of fourth-grade students and found that verbal working memory played a crucial role in classifying them into different achievement categories. This ability helps children retain and manipulate verbal information, which enhances their ability to comprehend mathematical problems and apply the correct procedures. Those with weaker verbal working memory were more likely to struggle with complex problems, often experiencing difficulty in holding and processing all necessary elements at once.
Spatial skills also emerged as a significant factor in determining maths achievement. Pupils who demonstrated strong spatial reasoning were more likely to be high achievers, as they could effectively visualise and organise mathematical information. The ability to create coherent mental representations of numerical relationships appeared to be particularly beneficial in problem-solving and arithmetic tasks.
The study identified four distinct groups of students based on their mathematical ability. These included children with maths learning difficulties, average achievers, high achievers, and those classified as mathematically gifted. The findings suggested that verbal working memory and spatial skills were key differentiators among these groups, with mathematically gifted students excelling in both areas. Additionally, a strong understanding of arithmetic principles was found to be a defining characteristic of the highest-achieving pupils.
Another crucial skill that separated students across different achievement levels was their understanding of fractions. Pupils who demonstrated a strong grasp of fraction magnitudes were more likely to perform well in maths, while those with weaker comprehension in this area were at higher risk of struggling. The study suggested that difficulties in understanding fractions could hinder broader mathematical development and limit a child’s ability to progress in more complex mathematical concepts.
Number sentence construction was another skill that played a significant role in mathematical success. This refers to the ability to translate word problems into mathematical equations. Students with maths learning difficulties often struggled with this aspect, which impaired their ability to solve problems effectively. Conversely, high achievers and mathematically gifted students demonstrated superior number sentence construction skills, allowing them to approach problems with greater confidence and accuracy.
While inhibitory control was also examined in the study, the results indicated that it had a weaker correlation with mathematical performance than working memory and spatial skills. This suggests that other cognitive abilities have a more direct influence on a student’s mathematical achievement.
The findings highlight the importance of targeted support for children struggling with maths. Strengthening verbal working memory, improving spatial skills, and enhancing fraction comprehension could help students improve their mathematical abilities. The research suggests that interventions focusing on these areas may provide struggling pupils with the necessary tools to overcome difficulties and reach higher levels of achievement in maths.
