Abstract

In this study, informal mathematical thinking was explored by assessing domain-specific and domain-general precursors of mathematical achievement. Specifically, the study focused on these precursors in a sample of Chilean boys and girls around the age of four, from public schools that serve populations with high social vulnerability (N= 137). Our findings indicate that both domain-specific and domain-general precursors are important in the development of informal mathematical thinking Our general multiple regression model explains 48.4% of the variability of the scores obtained in the TEMA 3 instrument. The main precursor of the model, in order of importance, are non-symbolic comparison, symbolic comparison, short-term verbal memory, processing speed and visuospatial working memory. Likewise, except for the double task and the knowledge of concepts, no significant differences were observed the explanatory models when comparing boys and girls. These findings support the need for systematic support and monitoring practices in these areas in initial educational cycles, in order to reduce and avoid possible difficulties in school mathematics.