title: Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill.
abstract: This study investigated contributions of general cognitive abilities and foundational mathematical competencies to numeration understanding (i.e., base-10 structure) versus multidigit calculation skill. Children (n= 394,M= 6.5 years) were assessed on general cognitive abilities and foundational numerical competencies at start of 1st grade; on the same numerical competencies, multidigit calculation skill, and numeration understanding at end of 2nd grade; and on multidigit calculation skill and numeration understanding at end of 3rd grade. Path-analytic mediation analysis revealed that general cognitive predictors exerted more direct and more substantial effects on numeration understanding than on multidigit calculations. Foundational mathematics competencies contributed to both outcomes, but largely via 2nd-grade mathematics achievement, and results suggest a mutually supportive role between numeration understanding and multidigit calculations.
authors.affiliation: Department of Special Education, Vanderbilt University.
authors.forename: Lynn S
authors.initials: LS
authors.lastname: Fuchs
authors.affiliation: Department of Psychological Sciences, University of Missouri.
authors.forename: David C
authors.initials: DC
authors.lastname: Geary
authors.affiliation: Department of Special Education, Vanderbilt University.
authors.forename: Douglas
authors.initials: D
authors.lastname: Fuchs
authors.affiliation: Department of Special Education, Vanderbilt University.
authors.forename: Donald L
authors.initials: DL
authors.lastname: Compton
authors.affiliation: Department of Special Education, Vanderbilt University.
authors.forename: Carol L
authors.initials: CL
authors.lastname: Hamlett
keywords: calculation skill; longitudinal; mathematics; numeration