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Recent research utilizing population\u2010normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related to the development of math skills. However, it is unknown how these findings relate to in\u2010school math learning. The present study is the first to address this issue by investigating the relationship between regional differences in grey matter (GM) volume and performance in grade\u2010level mathematics as measured by a state\u2010wide, school\u2010based test of math achievement (\n                    <jats:styled-content style=\"fixed-case\">TCAP<\/jats:styled-content>\n                    math) in children from 3rd to 8th grade. Results show that increased GM volume in the bilateral hippocampal formation and the right inferior frontal gyrus, regions associated with learning and memory, is associated with higher\n                    <jats:styled-content style=\"fixed-case\">TCAP<\/jats:styled-content>\n                    math scores. Secondary analyses revealed that GM volume in the left angular gyrus had a stronger relationship to\n                    <jats:styled-content style=\"fixed-case\">TCAP<\/jats:styled-content>\n                    math in grades 3\u20134 than in grades 5\u20138 while the relationship between GM volume in the left inferior frontal gyrus and\n                    <jats:styled-content style=\"fixed-case\">TCAP<\/jats:styled-content>\n                    math was stronger for grades 5\u20138. These results suggest that the neuroanatomical architecture related to in\u2010school math achievement differs from that related to math achievement measured by standardized tests, and that the most related neural structures differ as a function of grade level. We suggest, therefore, that the use of school\u2010relevant outcome measures is critical if neuroscience is to bridge the gap to education.\n                  <\/jats:p>","DOI":"10.1111\/desc.12545","type":"journal-article","created":{"date-parts":[[2017,3,3]],"date-time":"2017-03-03T01:52:44Z","timestamp":1488505964000},"source":"Crossref","is-referenced-by-count":21,"title":["Neuroanatomical correlates of performance in a state\u2010wide test of math achievement"],"prefix":"10.1111","volume":"21","author":[{"given":"Eric D.","family":"Wilkey","sequence":"first","affiliation":[{"name":"Peabody College of Education and Human Development Vanderbilt University  Nashville TN USA"},{"name":"Vanderbilt Brain Institute Vanderbilt University  Nashville TN USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Laurie E.","family":"Cutting","sequence":"additional","affiliation":[{"name":"Peabody College of Education and Human Development Vanderbilt University  Nashville TN USA"},{"name":"Vanderbilt Brain Institute Vanderbilt University  Nashville TN USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gavin R.","family":"Price","sequence":"additional","affiliation":[{"name":"Peabody College of Education and Human Development Vanderbilt University  Nashville TN USA"},{"name":"Vanderbilt Brain Institute Vanderbilt University  Nashville TN USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2017,3,3]]},"reference":[{"key":"e_1_2_7_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/desc.12422"},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1162\/jocn.2006.18.11.1820"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.neuroimage.2007.07.007"},{"key":"e_1_2_7_5_1","unstructured":"Ashburner J.(2010).VBM tutorial. 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