Modulation of general and specific cognitive precursors to early mathematical competencies in preschool children

The main goal of this study was to analyze the contribution of predictors of both domain-general (working memory, processing speed, and receptive vocabulary) and domain-specific variable (estimation and magnitude comparison) processes to informal mathematical performance (numbering, comparison, calc...

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Bibliographic Details
Published in:European journal of psychology of education 2021-06, Vol.36 (2), p.405-422
Main Authors: Aragón, Estibaliz, Cerda, Gamal, Aguilar, Manuel, Mera, Carlos, Navarro, Jose I.
Format: Article
Language:English
Subjects:
Academic Achievement
Cognition & reasoning
Cognitive ability
Cognitive Development
Cognitive Processes
Computation
Control Groups
Education
Educational Psychology
Intelligence
Learning
Mathematics
Mathematics Achievement
Mathematics Education
Mathematics Skills
Memory
Mental Computation
Number Concepts
Numeracy
Pedagogic Psychology
Phonology
Predictor Variables
Preschool Children
Reading
Receptive Language
Short Term Memory
Students
Symbols (Mathematics)
Thinking Skills
Vocabulary
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Summary:The main goal of this study was to analyze the contribution of predictors of both domain-general (working memory, processing speed, and receptive vocabulary) and domain-specific variable (estimation and magnitude comparison) processes to informal mathematical performance (numbering, comparison, calculation, and understanding of concepts) in preschoolers. In order to reach this, a structural equation modeling was used. A total of 158 preschool students (ages ranging from 52 to 64 months) participated in the investigation. Students were assessed with informal tasks measuring mathematical thinking, numerical estimation, symbolic and non-symbolic comparison making, coding, receptive vocabulary, and backward digit span. Results showed that domain-general (specially working memory) was the highest impact of the general-domain predictors on informal mathematical competencies and a limited specific-domain factor effects for magnitude comparison. The consequences for mathematics learning in initial school years are discussed.
ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-020-00483-4