ABSTRACT This study analyzed the contribution of cognitive processes (planning, attention, simultaneous and successive processing) and domain-specific skills (counting, number processing and conceptual comprehension) to the arithmetic performance achieved in the last three grades (4th, 5th, and 6th) of elementary school. Three groups of students with a different arithmetic achievement level were characterized. The predictive value of the cognitive processes and the math specific skills are explored through diverse covariance and discriminant analyses. Participants were 110 students (M = 10.5 years, SD = 1.17) classified in three groups: mathematical difficulties (MD; n = 26), high achieving (HA; n = 26), and typical achieving (TA; n = 58). Cognitive processes and domain-specific skills were evaluated in two individual sessions at the end of the school year. Nonverbal intelligence was assessed in a final collective session with each class. The mathematical difficulties group’s achievement was deficient in simultaneous and successive processing, number processing, and conceptual comprehension compared to the typical achievement group. High achievement children obtained significantly better results than the typical achievement children in simultaneous processing, counting, number processing, and conceptual comprehension. Number processing and conceptual comprehension were the most consistent classifiers, although successive and simultaneous processing, respectively, also contributed to identifying students with mathematical difficulties and high achievement. These findings have practical implications for preventive and intervention proposals linked to the observed profiles.

中文翻译：

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数学难点 vs. 高分：小学数学认知分析

摘要 本研究分析了认知过程（计划、注意力、同步和连续处理）和特定领域技能（计数、数字处理和概念理解）对最后三个年级（4 年级、5 年级和 6 年级）的算术表现的贡献。 ) 小学。对具有不同算术成绩水平的三组学生进行了表征。通过各种协方差和判别分析探索认知过程和数学特定技能的预测价值。参与者是 110 名学生（M = 10.5 岁，SD = 1.17），分为三组：数学困难（MD；n = 26）、高成就（HA；n = 26）和典型成就（TA；n = 58）。认知过程和特定领域的技能在学年结束时在两个单独的会议上进行评估。在每个班级的最后一次集体会议中评估非语言智力。数学难点组的成绩与典型成绩组相比，在同步连续处理、数字处理、概念理解等方面存在不足。高成就儿童在同时处理、计数、数字处理和概念理解方面的成绩明显优于典型成就儿童。数字处理和概念理解是最一致的分类器，尽管连续和同时处理分别也有助于识别数学困难和高成就的学生。