Cognitive and Affective Correlates of Math Achievement: An Examination of the Roles of Symbolic Number Development and Math Anxiety

The principal aim of this thesis was to examine the correlates of children’s math achievement. Studies 1 and 2 provided insights regarding the relation between children’s learning of symbolic numbers and math achievement. Study 3 examined the relation between math anxiety and math achievement. There is currently significant debate regarding the role that the approximate, non-verbal number ability (approximate number system) plays in the development of children’s understanding of symbolic numbers. In particular, there exists much discussion regarding whether children’s approximate number ability predicts later symbolic number ability (the mapping account) or the other way around (the refinement account). Study 1 compared the theoretical predictions of these two developmental accounts over three timepoints in children from senior kindergarten to grade 1 (N=622). Results suggest that symbolic number ability consistency predicts later approximate number ability and math achievement, supporting the refinement account. Emergent research findings suggest that there may be heterogeneity in the developmental trajectory children undergo when learning symbolic numbers. Study 2 examined the degree to which the theoretical predictions laid out by the mapping and refinement accounts adequately describe the whole population using the same sample as in study 1. Results suggest that children’s developmental trajectories are remarkably homogenous, however, there is considerable heterogeneity regarding the speed in which children progress through levels of development. Taken together, results from studies 1 and 2 suggest that the refinement account best describes children’s symbolic number development, and that a vast majority of students follow the same developmental path. Using three international studies of student achievement, study 3 uses multilevel modelling to examine the degree to which the level of math anxiety in children’s immediate cultural and educational contexts could predict their math achievement over and above their own math anxiety. Results suggest that math anxiety in the education environment predicts math achievement. However, there are significant between-country differences in the strength of this contextual effect of math anxiety. These results bring into question the generalizability of existing research findings and suggest that children’s cultural and educational contexts must be taken into account for a complete description of the relation