Predicting individual differences in preschoolers’ numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities
Melissa Libertus , Portia Miller , Erica L. Zippert , Heather J. Bachman , Elizabeth Votruba-Drzal
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引用次数: 0
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.
期刊介绍:
The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.