Dimensional versus categorical approach: A comparative study of mathematical cognition

Abstract

Background

Researchers have employed two distinct methods to understand the cognitive underpinnings of mathematical ability: categorical and dimensional. These two methods have different underlying assumptions. However, to the best of our knowledge, research to date has not empirically tested which method can better predict variance in mathematical ability.

Method

104 children from Indian public schools in the 3rd and 4th grades completed a mathematical ability test. For the categorical approach, participants were categorized into two groups: mathematical learning difficulty and high math achieving. For the dimensional approach, the data of all participants were considered. The cognitive abilities measured included approximate number system, working memory, inhibitory control, and spatial ability.

Results

Mixed factorial ANOVA and hierarchical regressions revealed that the dimensional approach demonstrated better predictive power for mathematical ability than the categorical approach.

Conclusions

The dimensional approach offers a more comprehensive insight into mathematical cognition, enabling greater control over the predictors.