Dataset of Reasoning Abilities on Counting and Non-Counting Sequences in 80 Second-Grade Primary School Students

Hypothesis: We hypothesized that 2nd graders would perform better on familiar number patterns, that their reasoning skill would link to basic math skills but not anxiety, and that distinct ability profiles exist. Data & Methods: 80 second-graders completed online tasks measuring: 1) Math Anxiety (questionnaire), 2) Number Sense (comparing numbers), 3) Arithmetic Fluency (speeded math facts), and 4) Numerical Inductive Reasoning (identifying rules in number sequences like "2,4,6,8"). Key Findings: Rule Recognition: Accuracy was higher for familiar "counting" sequences (e.g., 2,4,6,8) than unfamiliar ones (e.g., 1,4,7,10). Unique Pattern: For unfamiliar sequences, children were better at spotting slightly wrong sequences (e.g., 2,3,6,8) than correct ones. This suggests their ability to "check" for errors helps when calculating is hard. Skill Links: Reasoning performance was positively correlated with Number Sense and Arithmetic Fluency. No link was found with Math Anxiety. Four Profiles: Analysis revealed four distinct cognitive profiles among students: Comprehensively Excellent (18%) Number Sense Strong / Arithmetic Weak (39%) Overall Difficulties (29%) Severely Lagging Number Sense (15%) These groups did not differ in their math anxiety levels. Interpretation & Use: The results show that even young children use different mental processes (recognizing, calculating, checking) for number reasoning. The lack of an anxiety link in this age group suggests early intervention can focus on cognitive skills. Most importantly, children have diverse cognitive strengths and weaknesses (profiles), which are not reflected in a single math score. This supports differentiated teaching: for example, providing extra fact practice for the "Arithmetic Weak" group, and foundational number concept support for the "Lagging Number Sense" group.