Early numerical foundations of young children's mathematical development

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Mathematics Education

Background:

• Early mathematical learning is crucial for academic success.
• The roles of the approximate number system (ANS) and symbolic number knowledge in early math are debated.

Purpose of the Study:

• To investigate the distinct and combined contributions of ANS acuity and cardinality knowledge to young children's math achievement.
• To explore the mediating role of cardinality in the relationship between ANS acuity and math skills.

Main Methods:

• 191 preschoolers (46 months) were assessed on ANS acuity, cardinality knowledge, and mathematics achievement.
• Executive functions, intelligence, preliteracy, and parental education were controlled as covariates.
• Predictive and mediation analyses were employed.

Main Results:

• Both ANS acuity and cardinality knowledge predicted math achievement.
• After controlling for covariates, only cardinality remained a significant predictor.
• Cardinality fully mediated the relationship between ANS acuity and math achievement.

Conclusions:

• Symbolic number knowledge (cardinality) is a more direct predictor of early math achievement than ANS acuity.
• The approximate number system may support early math learning indirectly by fostering the development of cardinality understanding.