BACKGROUND: Two distinct abilities, mathematical reasoning and arithmetic skill, might make separate and specific contributions to mathematical achievement. However, there is little evidence to inform theory and educational practice on this matter. AIMS: The aims of this study were (1) to assess whether mathematical reasoning and arithmetic make independent contributions to the longitudinal prediction of mathematical achievement over 5 years and (2) to test the specificity of this prediction....Expand abstract
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The relative importance of two different mathematical abilities to mathematical achievement.
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