This study investigated whether different types of ordering skills were related to mathematics achievement in children (n = 100) in middle childhood, after the effects of age, socio-economic status, IQ, and processing speed were taken into account. The relations between ordering skills and magnitude processing were also investigated, as well as the possibility that some of the shared variance between math and reading is explained by ordering abilities. The ordering tasks included the ordering of familiar numerical and non-numerical sequences, a parental report of children’s everyday ordering skills, and an order working memory task. Three magnitude processing tasks (symbolic and non-symbolic comparison and number line estimation), were also administered, as well as measures of inhibition and spatial working memory. From this set of measures, number ordering, order working memory and number line estimation emerged as the most important predictors of mathematics skills. We found that number ordering mediated the effect of both symbolic and non-symbolic comparison skills on mathematics, further confirming that this task captures some essential skills related to mathematics. Additionally, order working memory mediated the effect of both number comparison and reading skills on math. Finally, whereas non-symbolic comparison and number line estimation are considered important indicators of magnitude processing skills, there was no relationship between these abilities, but there was a correlation between each of these abilities and reading skills, with number line estimation also mediating the effect of reading skills on math. These novel findings could contribute to a better understanding of the basic processes underlying math ability, and why math and reading are strongly related in typical populations and in children with learning difficulties.

这项研究调查了不同类型的订购技能是否与儿童的数学成绩相关（n = 100）在儿童中期，考虑了年龄，社会经济地位，智商和处理速度的影响。还研究了排序技巧与幅度处理之间的关系，以及通过排序能力来解释数学与阅读之间某些共同方差的可能性。排序任务包括对熟悉的数字和非数字序列进行排序，父母对孩子日常订购技能的报告以及一项订购工作记忆任务。还执行了三个量级处理任务（符号和非符号比较以及数字线估计），以及抑制措施和空间工作记忆。从这套措施中，对数字进行排序，顺序工作记忆和数字线估计已成为最重要的数学技能预测指标。我们发现数字排序介导了符号和非符号比较技能对数学的影响，进一步证实了此任务捕获了一些与数学相关的基本技能。另外，有序工作记忆介导了数字比较和阅读技能对数学的影响。最后，虽然非符号比较和数字线估计被认为是量级处理技能的重要指标，但是这些能力之间没有关系，但是这些能力与阅读技能之间存在关联，数字线估计也可以调节效果。数学阅读技能