Understanding the cognitive and emotional foundations of mathematical ability

It has long been proposed that multiple domain-general abilities (such as language, IQ, and naming speed), domain-specific abilities (such as the processing of symbolic or non-symbolic quantities), and emotional factors (such as mathematical anxiety) each play a significant role in explaining individual differences in mathematical abilities. To better understand the influence and interplay of these factors, we examined a sample of 162 children from 3^rd to 4^th grade, representing a wide range of mathematical abilities. Our findings revealed that both vocabulary and naming speed of digits were strong positive predictors of individual differences in mathematics as well as in reading. In contrast, effective inhibition during quantity processing uniquely explained variance in math performance. Finally, mathematical anxiety was negatively associated with math, but not with reading. Both vocabulary and inhibition demonstrated both direct and indirect effects on math performance through their association with mathematical anxiety. These findings have important implications for mathematics education. Specifically, they underscore the importance of addressing both cognitive and emotional factors in the early years of elementary school.