Early numeracy development as a foundation of mathematics achievement in primary education

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-04-26 DOI:10.1016/j.lindif.2025.102706

Veronique Dierkx , Bernadette van de Rijt , Dave Hessen , Hans van Luit , Sietske van Viersen

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引用次数: 0

Abstract

Purpose

This study investigated 1) the development of early numeracy (EN) across kindergarten and Grade 1, 2) parental socioeconomic factors contributing to EN development, and 3) the predictive value of EN development for mathematics achievement mid-primary school.

Method

The sample included 1252 children. EN was measured bi-annually between mid-kindergarten Year 1 and end Grade 1.

Results

Latent growth curve modeling revealed non-linear development of EN, with stronger growth throughout kindergarten and a flattening curve in Grade 1, without reaching ceiling. Lower maternal education level and migration background were associated with lower EN at baseline but also greater improvement over time. Higher baseline EN and growth positively predicted mathematics achievement in mid-primary school.

Conclusions

Findings confirm significant EN development throughout early grades, but learning gains are not optimal in the current informal setting. Implications for early screening and intervention to address insufficient foundational skills, and promote later mathematics achievement, are addressed.

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早期算术能力的发展是小学数学成就的基础

目的本研究探讨了幼儿园和小学一年级早期计算能力的发展，父母社会经济因素对早期计算能力发展的影响，以及早期计算能力发展对小学中期数学成绩的预测价值。方法对1252名儿童进行调查。从幼儿园一年级中期到一年级结束，每两年测量一次EN。结果潜势增长曲线模型显示幼儿英语发展呈非线性，在整个幼儿园阶段增长较强，在一年级阶段呈平缓曲线，没有达到上限。较低的母亲教育水平和移民背景与基线时较低的EN有关，但随着时间的推移也有较大的改善。较高的基线EN和增长正向预测中小学数学成绩。结论：研究结果证实，在小学早期，学生的学习能力得到了显著的发展，但在目前的非正式环境中，学习收益并不是最佳的。讨论了早期筛查和干预的意义，以解决基础技能不足的问题，并促进后来的数学成就。

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

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).