Abstract

Cognitive skills such as intelligence, working memory, rapid naming, executive functions, which determine the learning capacity in children, are considered as domain-general skills, and they are seen as important variables that influence the acquisition of early mathematical skills as in all academic domains. However, there are uncertainties regarding domain-general skills that affect early mathematics achievement and the extent of their impact. This study aimed to determine the impact levels of domain-general skills reported to be related to early mathematics achievement in young children. The study included 100 children attending kindergarten, showing typical development, and having non-verbal cognitive abilities at or above the average level. The children's performance in domain-general skills, including non-verbal intelligence, working memory, and rapid naming, was assessed. It was found that the domain-general skills examined in the study accounted for approximately half of the variance in early mathematics achievement. Verbal working memory was the variable that made the highest contribution. The findings suggest that domain-general skills, especially verbal working memory and rapid naming, which have a high impact on early mathematics achievement, should be included in mathematics intervention programs designed for children at risk.