Experimental research examines how mental computational skills predict academic success in mathematics, highlighting the importance of automatism.
This article examines the relationship between the level of elementary mental computational skills and academic success in school mathematics. The author substantiates the concept of "automatism" as a prerequisite for mastering core mathematical topics. The results of long-term experimental research (starting from 1984) are presented, confirming that skill assessment based on threshold values of operation execution speed and error frequency allows for the prediction of academic success. Tools for diagnosis and skill training are provided in open access.
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Victor Arkadyevich Guskov (2026) studied this question.
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