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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

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Published on: August 28, 2021

Adolescents' functional numeracy is predicted by their school entry number system knowledge.

David C Geary1, Mary K Hoard, Lara Nugent

  • 1Department of Psychological Sciences, University of Missouri, Columbia, Missouri, USA. GearyD@Missouri.edu

Plos One
|February 6, 2013
PubMed
Summary

Early number system knowledge in first grade predicts future functional numeracy in adolescents. This foundational mathematical understanding is crucial for adult employability and wages, more so than basic counting skills.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Functional innumeracy affects a significant portion of US adults, impacting employability and wages.
  • Early mathematical skills are crucial for academic and life success.
  • Existing research often overlooks the long-term impact of early numerical knowledge.

Purpose of the Study:

  • To investigate the predictive power of early number system knowledge on adolescent functional numeracy.
  • To determine if early numerical knowledge predicts functional numeracy beyond other cognitive and academic factors.
  • To highlight the importance of foundational numerical skills acquired at the start of schooling.

Main Methods:

  • Longitudinal study of 180 adolescents from kindergarten through age 13.
  • Assessment of intelligence, working memory, mathematical cognition, achievement, and attentive behavior.
  • Administration of functional numeracy measures and early number system knowledge tests.

Main Results:

  • Early number system knowledge significantly predicted functional numeracy six years later (ß = 0.195, p = .0014).
  • This prediction held true even after controlling for intelligence, working memory, attentive behavior, and mathematical achievement.
  • Skill in using counting procedures did not predict later functional numeracy.

Conclusions:

  • Specific early schooling numerical knowledge is a key contributor to individual differences in adolescent functional numeracy.
  • Mathematical achievement tests may underestimate the critical role of foundational numerical understanding.
  • Interventions focusing on early number system knowledge could improve long-term functional numeracy and employability.