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Predicting individual differences in preschoolers' numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities. | LitMetric

AI Article Synopsis

  • - The study examines how early cognitive skills, specifically patterning skills and the approximate number system (ANS), affect preschoolers' later math abilities in geometry and numeracy.
  • - Researchers assessed 113 children at age 4 to evaluate their patterning, ANS, numeracy, geometry, IQ, and executive functioning, then re-evaluated their math knowledge at age 5.
  • - Findings indicate that both patterning skills and the ANS are important, but they uniquely influence different areas of math: patterning predicts numeracy, while both skills contribute to geometry understanding.

Article Abstract

Preschoolers' mathematics knowledge develops early and varies substantially. The current study focused on two ontogenetically early emerging cognitive skills that may be important predictors of later math skills (i.e., geometry and numeracy): children's understanding of abstract relations between objects and quantities as evidenced by their patterning skills and the approximate number system (ANS). Children's patterning skills, the ANS, numeracy, geometry, nonverbal intelligence (IQ), and executive functioning (EF) skills were assessed at age 4 years, and their numeracy and geometry knowledge was assessed again a year later at age 5 (N = 113). Above and beyond children's initial knowledge in numeracy and geometry, as well as IQ and EF, patterning skills and the ANS at age 4 uniquely predicted children's geometry knowledge at age 5, but only age 4 patterning uniquely predicted age 5 numeracy. Thus, although patterning and the ANS are related, they differentially explain variation in later geometry and numeracy knowledge. Results are discussed in terms of implications for early mathematics theory and research.

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Source
http://dx.doi.org/10.1016/j.jecp.2024.106035DOI Listing

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