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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
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Published on: August 28, 2021

Individual differences in numerical abilities in preschoolers.

Ann Dowker1

  • 1Department of Experimental Psychology, University of Oxford, Oxford, UK. ann.dowker@psy.ox.ac.uk

Developmental Science
|September 20, 2008
PubMed
Summary

Preschoolers show significant individual differences in early number concepts, including counting and understanding basic arithmetic principles. Arithmetical cognition is composed of multiple components, not a single skill, even before formal schooling.

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Area of Science:

  • Cognitive Development
  • Early Childhood Education
  • Mathematics Education

Background:

  • Early number concepts are foundational for mathematical understanding.
  • Individual differences in cognitive abilities emerge early in development.
  • Preschool numeracy skills vary significantly among children.

Purpose of the Study:

  • To investigate individual differences in various aspects of early number concepts in preschoolers.
  • To examine the components of arithmetical cognition before formal instruction.
  • To determine if early mathematical abilities are unitary or multifaceted.

Main Methods:

  • Tested 80 four-year-olds on counting accuracy, cardinal word principle, order irrelevance principle, and prediction of addition/subtraction outcomes.
  • Categorized children based on their performance on repeated addition and subtraction tasks.
  • Analyzed relationships between different numerical tasks within performance groups.

Main Results:

  • Marked individual differences were observed across most numerical tasks.
  • Most preschoolers were proficient counters, with 70% understanding the cardinal word principle.
  • Children's approaches to addition/subtraction ranged from internalized counting sequences to 'counting-all' or inability to perform the task.
  • Significant task relationships existed within groups, but individuals often mastered one task without another.

Conclusions:

  • Early arithmetical cognition in preschoolers is not a unitary construct but comprises multiple distinct components.
  • Individual differences in numerical task performance highlight the heterogeneous nature of early mathematical understanding.
  • These findings underscore the importance of recognizing and addressing diverse developmental trajectories in early number concept acquisition.