A structural model of algebra achievement: computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievement

Abstract

The goal of this study was to develop and evaluate a structural model of the relations among cognitive abilities and arithmetic skills and college students’ algebra achievement. The model of algebra achievement was compared to a model of performance on the Scholastic Assessment in Mathematics (SAT‐M) to determine whether the pattern of relations is similar for different types of higher level maths achievement. Structural equation modelling was used to test the effects of working memory, 3D spatial ability, and computational fluency on both types of higher order maths achievement. Computational fluency had the strongest effect on algebra achievement, with 3D spatial ability and working memory showing moderate effects. In contrast, 3D spatial ability had a stronger effect on SAT‐M scores than did computational fluency. Computational fluency and 3D spatial ability completely mediated the effect of working memory for both algebra and SAT‐M achievement.

Keywords:

• mathematical cognition
• cognitive ability
• working memory
• mathematics
• academic achievement