Neurocognitive functioning and persistent difficulties in verbal math problem solving: exploring the predictive role of multidimensional models assessed in grade 2 on performance at the end of primary education

The most influential models in mathematical development highlight the hierarchical development of both domain-specific and domain-general skills. To provide longitudinal empirical support, we conducted a study with four objectives. Firstly, to examine the relationships between PASS neurocognitive processes, mathematical, and linguistic skills assessed in grade 2 and performance in solving mathematical verbal problems in grades 2 and 6. Secondly, to analyze how these processes interacted to identify optimal predictors' combination for solving problems. Thirdly, to establish profiles of children with persistent difficulties in solving problems from 2nd to 6th grade. Lastly, to asses the ability of 2nd-grade skills to predict persistent difficulties in solving problems by 6th grade. Methods: We assessed 117 students using tasks from the Cognitive Assessment System and the Revised Battery for the Assessment of Reading Processes. Additionally, domain-specific tasks from the Test for Diagnostic Assessment of Mathematical Disabilities were administered. Results and conclusions: Results indicated stable relationships between neurocognitive functioning, basic mathematical skills, and language skills from grades 2 to 6, with simultaneous processing and symbolic magnitude processing being crucial for problem-solving. Children with persistent difficulties exhibited initial global weaknesses across skills, emphasizing the importance simultaneous and verbal magnitude processing in early identification of at-risk students.