The link between transitive reasoning and mathematics achievement in preadolescence: The role of relational understanding

Abstract

The current study aimed at investigating the link between transitive reasoning and children’s mathematical competence as well as the potential mechanisms involved. A sample of 101 sixth graders were assessed on their transitive reasoning skills, their mathematical competence, various potential mediators as well as general cognitive factors (i.e., fluid intelligence, verbal and visuospatial working memory, as well as inhibition skill; all serving as control variables). The results showed that children’s transitive reasoning performance significantly predicted their mathematical competence beyond the effects of general cognitive factors, and the relation was mediated by fraction magnitude knowledge and Relation to Operands (i.e., the sums should always be greater than the addends in addition problems with natural numbers) understanding. The findings not only confirmed the relation between transitive reasoning and mathematical competence, but also shed light on the mechanisms underlying such a relation.