The Relation Between Executive Functions, Fine Motor Skills, and Basic Numerical Skills and Their Relevance for Later Mathematics Achievement

ABSTRACT

Research Findings: This study examined the interrelations between fine motor skills, executive functions, and basic numerical skills in kindergarten as well as their predictive value for mathematics achievement in 2nd grade in a sample of 136 children. Structural equation modeling techniques were used to uncover the unique predictive value and mediation of 4 predictors. The results indicated that each of these factors made a unique contribution to the prediction of later mathematics achievement; when estimated simultaneously, basic numerical skills were the strongest predictor, which suggests that domain-specific factors have a greater impact on mathematics achievement than domain-general factors. A strong direct and indirect predictor was updating. Nevertheless, indirect effects of fine motor skills and an inhibition/switching factor indicated that domain-general skills have a direct impact on early domain-specific precursors and through them an indirect effect on mathematics achievement. Practice or Policy: These findings suggest that the relationship between motor skills, executive functions, and mathematical skills is more complex in its nature. Therefore, to achieve the best outcome, all skills should be promoted if a child has difficulties with mathematics.

Acknowledgments

This work was partially financed by the Jacobs Foundation and the Center for Cognition, Learning, and Memory. We thank our research team, all participating children, their parents, and teachers as well as the school administrations.

Disclosure statement

No potential conflict of interest was reported by the authors.