Spontaneous mathematical focusing tendencies and mathematics achievement: A meta-analysis

Early mathematics experiences at home and in school lay the groundwork for children's later academic success. Spontaneous focus on mathematical features (SFOM)—an individual's tendency to focus on mathematical features, such as numerosity and symbolic numbers, without explicit prompting—may be a predictor of children's mathematics performance. This meta-analysis synthesizes findings from 47 studies, encompassing 333 effect sizes, to examine the correlation between SFOM and mathematics achievement. Results revealed a significant moderate correlation ( r = 0.29, 95% CI [0.24, 0.34], p < .001) between SFOM and mathematics achievement. To explain variability across studies, we explored potential moderators, including SFOM types and tasks, math assessment characteristics, study designs, and participant characteristics. Findings indicate that the SFOM-math correlation is stronger when SFOM is measured using finding, imitation tasks compared to matching tasks. Aggregated measures containing multiple tasks produced stronger correlations than single-task measures (e.g., imitation, matching, model, picture, or selection tasks). Longitudinal studies reported stronger correlations than concurrent studies, highlighting the predictive value of SFOM over time. Additionally, the relation between SFOM and mathematics achievement is weaker in post-secondary participants compared to younger cohorts, including preschool, elementary, and secondary students.