Early numeracy and literacy skills and their influences on fourth-grade mathematics achievement: a moderated mediation model

Abstract This study explored the influence of early literacy and numeracy skills on fourth-grade math achievement using Trends in International Mathematics Science Study (TIMSS). The utilized valuable information collected by TIMSS about context related questionnaires such as home resources for learning, development, readiness school, students’ school lives a cross cultural linguistic framework. main purpose this was aligned with those to improve learning performance strengthen future employees’ global workplace. Participants were comprised mostly Asian European students. Results show that (1) have stronger effect G4 scores than skills; (2) Home impact more children’s (3) both activities progressed but demonstrated limited advancement skills, missing link; (4) confidence emerged strongest predictor scores; (5) students are confident math; (6) moderated mediation analysis revealed (a) direct effects (b) become pronounced children weaker (i.e., conditional effects); (c) is transmitted through mediator) prominent who had proficient indirect effects). Findings from suggest utilize strategies beyond just solve problems may be enhanced proficiency their skills.