Predicting individual differences in preschoolers’ numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities

IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
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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.

预测学龄前儿童计算能力和几何知识的个体差异:理解物体和数量之间抽象关系的作用。
学龄前儿童的数学知识发展较早,而且差异很大。本研究主要关注两种在本体上较早出现的认知技能,它们可能是日后数学技能(即几何和计算能力)的重要预测因素:儿童对物体和数量之间抽象关系的理解,这体现在他们的模式化技能和近似数字系统(ANS)上。在儿童 4 岁时对他们的图形技能、近似数系统、运算能力、几何能力、非语言智能(IQ)和执行功能(EF)技能进行评估,一年后在 5 岁时再次对他们的运算能力和几何知识进行评估(113 人)。除了儿童最初的算术和几何知识以及智商和执行功能外,4 岁时的模式化技能和 ANS 对儿童 5 岁时的几何知识有独特的预测作用,但只有 4 岁时的模式化技能对 5 岁时的算术知识有独特的预测作用。因此,尽管图案设计和自律神经系统是相关的,但它们对日后几何和算术知识差异的解释是不同的。本文从对早期数学理论和研究的影响角度对研究结果进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.50
自引率
7.70%
发文量
190
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.
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