Domain-specific skills predict arithmetic fluency development

As part of the iSeeNumbers research project, we studied the development of arithmetic fluency in Norwegian children (n = 262) from first to third grade. Children's fluency in addition and subtraction tasks was assessed at four time points. In addition, we assessed children's domain-specific skills (number sequence skills and symbolic magnitude processing) and domain-general skills (working memory, rapid naming, non-verbal reasoning and sustained attention) in first grade. Based on a series of growth mixture models, one developmental trajectory best described the data. Girls and boys showed similar development in arithmetic fluency from first to third grade. Symbolic magnitude processing and number sequence skills predicted both initial level and growth in arithmetic fluency. Of cognitive skills, working memory predicted only initial level, similarly for boys and girls. Mother's education level predicted the initial level of arithmetic fluency for boys, and rapid naming predicted growth for girls.

Our findings highlight the role of domain-specific skills in the development of arithmetic fluency. This finding emphasizes that symbolic magnitude processing and number sequence skills are critical skills to practice and master at the beginning of schooling.

The study was published in Learning and Individual Differences. Mononen, R., Korhonen, J., Hægeland, K., Younesi, M., Göbel, S.M., & Niemivirta, M. (2025). Domain-specific and domain-general skills as predictors of arithmetic fluency development, Learning and Individual Differences, 117. https://doi.org/10.1016/j.lindif.2024.102585