Longitudinal associations between parental mathematics anxiety and attitudes and young children's mathematics attainment.

The associations between parental mathematics anxiety and attitudes and children's mathematics attainment in early primary school were explored. Initially, parents of preschool children (M = 3;11 [years;months]) completed a questionnaire indexing parental mathematics anxiety and attitudes and the frequency of preschool home number experiences. The children completed mathematics assessments in their first year (n = 231, M = 5;2) and second year (n = 119, M = 6;3) of schooling and a mathematics anxiety questionnaire in their third year of schooling (n = 119, M = 6;7).

Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study.

The extent to which phonological, visual-spatial short-term memory (STM), and nonsymbolic quantitative skills support the development of counting and calculation skills was examined in this 14-month longitudinal study of 125 children. Initial assessments were made when the children were 4 years 8 months old. Phonological awareness, visual-spatial STM, and nonsymbolic approximate discrimination predicted growth in early calculation skills.