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The Mathematical, Motivational, and Cognitive Characteristics of High Mathematics Achievers in Primary School

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Title: The Mathematical, Motivational, and Cognitive Characteristics of High Mathematics Achievers in Primary School
Language: English
Authors: Bakker, Merel (ORCID 0000-0002-5605-5110), Torbeyns, Joke (ORCID 0000-0003-3244-0265), Verschaffel, Lieven (ORCID 0000-0002-5283-6470), De Smedt, Bert (ORCID 0000-0002-3313-3278)
Source: Journal of Educational Psychology. Jul 2022 114(5):992-1004.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Descriptors: High Achievement, Elementary School Students, Elementary School Mathematics, Mathematics Achievement, Student Motivation, Mathematics Skills, Number Concepts, Mental Computation, Arithmetic, Spatial Ability, Visualization, Cognitive Ability, Short Term Memory, Learning Strategies, Grade 3, Grade 4, Intelligence Tests, Ability Grouping, Foreign Countries
Geographic Terms: Belgium
Assessment and Survey Identifiers: Block Design Test, Need for Cognition Scale, Wechsler Intelligence Scale for Children
DOI: 10.1037/edu0000678
ISSN: 0022-0663
1939-2176
Abstract: Many studies in the past decades have focused on low and typical mathematics achievers, yet little is known about children with high mathematics achievement, particularly at a young age. The current study aimed to fill this gap and started from the early work of Krutetskii (1976) as a theoretical lens to study the characteristics of high mathematics achievers in primary school. Krutetskii's work was extended with more recent research on mathematical cognition. A simultaneous investigation of mathematics-specific abilities and general motivational and cognitive factors allowed us to examine their unique contributions to high mathematics achievement. Participants were 162 children, that is, 81 high mathematics achievers and 81 average achievers (8- to 10-year-olds). Children completed measures assessing their mathematical cast of mind (attention to number), flexible mental calculation (adaptive number knowledge, strategy variety), and striving for elegance (use of varying strategies for multidigit arithmetic). We also measured children's need for cognition, spatial visualization ability, and working memory. There were significant group differences on all tasks, except for the attention to number task. A logistic regression analysis revealed that strategy variety, need for cognition, and spatial visualization ability were significant predictors of group membership. These data suggest that strategy variety, need for cognition, and spatial visualization ability might be critical characteristics of high mathematics achievers in primary school. The identification of such characteristics might be an important first step in creating supportive educational environments for these children.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1372727
Database: ERIC
FullText Text:
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  Data: The Mathematical, Motivational, and Cognitive Characteristics of High Mathematics Achievers in Primary School
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  Data: <searchLink fieldCode="AR" term="%22Bakker%2C+Merel%22">Bakker, Merel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5605-5110">0000-0002-5605-5110</externalLink>)<br /><searchLink fieldCode="AR" term="%22Torbeyns%2C+Joke%22">Torbeyns, Joke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3244-0265">0000-0003-3244-0265</externalLink>)<br /><searchLink fieldCode="AR" term="%22Verschaffel%2C+Lieven%22">Verschaffel, Lieven</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5283-6470">0000-0002-5283-6470</externalLink>)<br /><searchLink fieldCode="AR" term="%22De+Smedt%2C+Bert%22">De Smedt, Bert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3313-3278">0000-0002-3313-3278</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. Jul 2022 114(5):992-1004.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: <searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink>
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  Data: 10.1037/edu0000678
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  Data: 0022-0663<br />1939-2176
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  Label: Abstract
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  Data: Many studies in the past decades have focused on low and typical mathematics achievers, yet little is known about children with high mathematics achievement, particularly at a young age. The current study aimed to fill this gap and started from the early work of Krutetskii (1976) as a theoretical lens to study the characteristics of high mathematics achievers in primary school. Krutetskii's work was extended with more recent research on mathematical cognition. A simultaneous investigation of mathematics-specific abilities and general motivational and cognitive factors allowed us to examine their unique contributions to high mathematics achievement. Participants were 162 children, that is, 81 high mathematics achievers and 81 average achievers (8- to 10-year-olds). Children completed measures assessing their mathematical cast of mind (attention to number), flexible mental calculation (adaptive number knowledge, strategy variety), and striving for elegance (use of varying strategies for multidigit arithmetic). We also measured children's need for cognition, spatial visualization ability, and working memory. There were significant group differences on all tasks, except for the attention to number task. A logistic regression analysis revealed that strategy variety, need for cognition, and spatial visualization ability were significant predictors of group membership. These data suggest that strategy variety, need for cognition, and spatial visualization ability might be critical characteristics of high mathematics achievers in primary school. The identification of such characteristics might be an important first step in creating supportive educational environments for these children.
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  Data: 2023
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  Data: EJ1372727
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        Value: 10.1037/edu0000678
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      – Text: English
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      Pagination:
        PageCount: 13
        StartPage: 992
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        Type: general
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      – SubjectFull: Elementary School Mathematics
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      – SubjectFull: Student Motivation
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