Predictive model for early math skills based on structural equations.

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Early math skills are foundational for academic success.
• Higher cognitive processes significantly influence early math acquisition.
• Identifying at-risk students early is crucial for timely intervention.

Purpose of the Study:

• To investigate the relationship between cognitive variables and early math skills in preschoolers.
• To apply a structural equation model to understand these relationships.
• To identify key cognitive predictors for early math proficiency.

Main Methods:

• A structural equation model was employed.
• 207 preschool students (ages 59-72 months) participated.
• Assessments included early math, early literacy, general intelligence, working memory, and short-term memory.

Main Results:

• The structural equation model explained 64.3% of the variance in early math skills.
• Early literacy (β=0.443) was the strongest predictor.
• General intelligence (β=0.286), working memory (β=0.220), and short-term memory (β=0.213) were also significant predictors.

Conclusions:

• Cognitive variables, particularly early literacy, are critical determinants of early math skills.
• These findings support the inclusion of cognitive assessments in identifying students at risk for math difficulties.
• Cognitive variables should be integrated into remedial intervention programs for early math development.