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Long have we known that reasoning abilities are linked to learning, and specifically to learning mathematics. Even intelligence, considered a controversial construct, plays a significant role in the research on the explanation of academic performance. This article intends to highlight some important cognitive abilities or dimensions relevant to learning mathematics, synthesizing some research that defines such constructs and relates them to mathematical learning and achievement. Generaldoi:10.29333/iejme/6259 fatcat:6wlbq6b2ibgr3klkzcthoqfztq