Abstract
Mathematical performance in early education is influenced by a complex interplay of cognitive and affective factors, including language skills, working memory, and anxiety. This study investigated whether working memory and math anxiety, in both explicit numerical situations (ENS) and general classroom situations (GCS), mediate the relationship between general and math-specific vocabulary and math performance in a sample of 467 second-grade students in Chile. Structural equation modelling was employed to test a dual-pathway model in which both working memory and math anxiety served as mediators between vocabulary knowledge and math performance. Results indicated that both general and math-specific vocabulary positively predicted working memory and negatively predicted math anxiety in ENS. In turn, working memory and ENS significantly predicted math outcomes, whereas GCS was not a significant predictor. Indirect effects supported a dual mediation structure, with vocabulary influencing math performance through both cognitive and affective mechanisms. Math-specific vocabulary exerted a slightly stronger total effect than general vocabulary, consistent with its closer alignment to the semantic demands of mathematical tasks. These findings suggest that vocabulary supports early mathematical learning not only by enhancing cognitive processing capacity but also by reducing anxiety in task-specific contexts.