Mathematical performance in primary education: Instructional context and cognitive and attitudinal factors

• Autores: Malena Manchado Porras, María del Carmen Canto López, Lydia Mateo Ramos, Santiago José Reguera Lozano, Carlos Mera Cantillo, Estíbaliz Aragón Mendizábal
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 41, Nº 2, 2026
• Idioma: inglés
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• Resumen

  • Despite the relevance of mathematics, many Spanish students encounter difficulties in the subject. It is essential to continue exploring the factors associated with mathematical performance, including cognitive, attitudinal, and methodological aspects. Given the presence of open scientific questions, this study aimed to contribute to theoretical and empirical knowledge in mathematical cognition by comparing students from instructional contexts using a traditional approach with those from contexts using the Open Algorithm Based on Numbers (ABN) method. The comparison focused on general mathematical competence, specific mathematical skills, and cognitive and attitudinal factors. Another key objective was to assess the association of these cognitive and attitudinal factors with mathematical competence. The sample consisted of 244 upper primary school students, divided into two groups (ABN and non-ABN). Various mathematical skills, cognitive variables (short-term memory, working memory, fluid intelligence, and processing speed), and negative predisposition toward mathematics were measured. The study followed a ex post facto design, and available socioeconomic and educational indicators were examined to support the comparability of the groups. The results showed differences between instructional contexts, with students from contexts using the ABN methodology obtaining higher scores in most assessed mathematical skills. Positive correlations were found between cognitive factors and mathematical competence, while a negative correlation was observed with negative predisposition. Additionally, cognitive and attitudinal variables accounted for 48.7% of the variance in general mathematical competence. In conclusion, the findings highlight the relevance of instructional context, together with cognitive and attitudinal factors, for understanding mathematical performance in Primary Education, and should be interpreted cautiously given the associational rather than causal nature of the study.