Profiles of Mathematics Learners: Mathematical and Non-Mathematical Classifiers

Children from low-SES backgrounds face early challenges that affect their cognitive and regulatory skills, as well as their mathematics performance. Using data from a longitudinal study (N = 674, 48% female), both mathematical and non-mathematical skills are included in a latent profile analysis to distinguish early learning profiles of preschoolers from low-SES backgrounds. This approach highlights performance variability across skills that are critical for this population's math development. Six profiles emerged that were distinguished by differences in self-regulation and language, in addition to mathematics. Early profile differences were validated as profiles predicted distinct levels of mathematics achievement at the end of preschool and in kindergarten. Children's self-regulation and language distinguished different profiles, suggesting the importance of those skills in the development of mathematics for children from low-SES backgrounds. Implications for how we conceptualize the characteristics of mathematics learners from low-SES backgrounds and for instruction are discussed.

Educational relevance

In this study, six groups of preschoolers from low-SES backgrounds were identified based on their performance on assessments of mathematical and non-mathematical skills. Differences in self-regulation observed across profiles, despite similar math performance, suggest that lower mathematics achievement may partly stem from difficulties engaging with curriculum and instructional practices. Educators should consider integrating executive function supports in their mathematics lessons to circumvent this barrier for early learners. The findings also indicate that mathematical language is distinct from general language ability, and instruction focusing on mathematical language could help address low achievement. Most notably, the results highlight the importance of considering the mathematics development of children from low-SES backgrounds within the broader context of related non-mathematical skills, particularly self-regulation and language, even as early as preschool.