Abstract

Research on individual differences in learning has long been a central focus of Educational Psychology; however, the study of the development and supporting mechanisms of early mathematics skills (3-5 years of age) is still an emerging field. We reflect on key developments that the field needs to achieve a more complete understanding of early mathematics skills development and its related individual differences in motivational and affective factors. We do so by proposing a bioecological model comprising multiple actors and systems. We argue that understanding individual differences in early mathematics requires examining how children's cognitive, motivational, and affective factors interact with the proximal processes occurring within and between these systems. We conclude that advancing this research agenda requires the field to move toward the study of individual differences involving interdisciplinary and international collaborations, employing mixed methods and novel tools to capture complex interactional data. Educational relevance statement: The study of individual differences has been a fundamental aspect of Educational Psychology, and more specifically, of the study of the development of mathematics skills. However, research on the motivational and affective factors supporting early mathematics skills development, particularly prior to elementary school (3-5 years of age), is still incipient. Here, we present a model of mathematical development that considers a multiplicity of actors (children, caregivers, teachers) and systems (home, school, and others), and use it to highlight areas where knowledge about early mathematics development is still lacking. We conclude arguing that a more comprehensive understanding requires advancing toward interdisciplinary and international collaborations, as well as employing novel methods and tools.