Relation between general vocabulary knowledge and early numeracy competence: The mediating role of mathematical language.

Abstract

Early language skills are considered important precursors of early mathematical development. Prior research extensively explored the association between vocabulary and early numeracy. However, few studies have delved into the specific impact of mathematical language on this association. This study investigated the extent to which mathematical language mediates the relation between general vocabulary knowledge and early numeracy competence. A total of 180 Hong Kong kindergarteners (mean age = 4.66 years, SD = 0.63) were individually tested on their Chinese general vocabulary knowledge, mathematical language, and early numeracy competence online. Path analysis showed that when children's age and family income were statistically controlled, general vocabulary knowledge had a direct positive association with early numeracy competence as well as an indirect link through mathematical language. The findings highlighted the pivotal role of mathematical vocabulary in the learning of mathematics in early childhood. Future directions for examining the role of mathematical language in early numeracy development across different languages are further discussed.