Modulation of general and specific cognitive precursors to early mathematical competencies in preschool children

Aragon, Estibaliz; Cerda, Gamal; Aguilar, Manuel; Mera, Carlos; Navarro, Jose I.

Abstract

The main goal of this study was to analyze the contribution of predictors of both domain-general (working memory, processing speed, and receptive vocabulary) and domain-specific variable (estimation and magnitude comparison) processes to informal mathematical performance (numbering, comparison, calculation, and understanding of concepts) in preschoolers. In order to reach this, a structural equation modeling was used. A total of 158 preschool students (ages ranging from 52 to 64 months) participated in the investigation. Students were assessed with informal tasks measuring mathematical thinking, numerical estimation, symbolic and non-symbolic comparison making, coding, receptive vocabulary, and backward digit span. Results showed that domain-general (specially working memory) was the highest impact of the general-domain predictors on informal mathematical competencies and a limited specific-domain factor effects for magnitude comparison. The consequences for mathematics learning in initial school years are discussed.

Más información

Título según WOS: Modulation of general and specific cognitive precursors to early mathematical competencies in preschool children
Título de la Revista: EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
Volumen: 36
Número: 2
Editorial: Springer
Fecha de publicación: 2020
DOI:

10.1007/S10212-020-00483-4

Notas: ISI