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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Individuality in the Early Number Skill Components Underlying Basic Arithmetic Skills.

Jonna B Salminen1, Tuire K Koponen2, Asko J Tolvanen3

  • 1Department of Education, Special Education, University of Jyväskylä, Jyväskylä, Finland.

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|July 18, 2018
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Summary
This summary is machine-generated.

Four distinct early number skill profiles were identified in preschool children. Poorest-performing children struggled with symbolic number meaning, highlighting the need for targeted math support.

Keywords:
arithmeticearly number skill componentslatent profile analysislow-performing childrenpoorest-performing childrenpreprimary education

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Early number skills are foundational for arithmetic proficiency.
  • Limited understanding exists regarding early number skill profiles in preprimary education.
  • The relationship between these profiles and later arithmetic development requires further investigation.

Purpose of the Study:

  • To model latent performance-level profile groups for key early number skills in preprimary children.
  • To investigate the relationship between identified skill profiles and arithmetic development.
  • To inform educational practices for supporting early mathematical learning.

Main Methods:

  • Longitudinal study involving 440 Finnish children in preprimary education (mean age: 75 months).
  • Latent profile analysis was used to group children based on early number skill components (symbolic number comparison, mapping, verbal counting).
  • Assessments were conducted at three time points: September, January, and May.

Main Results:

  • Four distinct performance-level profile groups were identified: poorest-performing (6%), low-performing (16%), near-average-performing (33%), and high-average-performing (45%).
  • Statistically significant differences were observed between groups across all number skill components and basic arithmetic.
  • Poorest-performing children exhibited significant difficulties with the semantic meaning of symbolic numbers, particularly in tasks involving quantity-symbol processing.

Conclusions:

  • Remarkable and stable individual differences in early number skills necessitate systematic support and progress monitoring in pre-educational settings.
  • Early identification and intervention for children with poor number skills can mitigate future difficulties in arithmetic and mathematics.
  • Educational strategies should focus on developing the semantic understanding of numbers to prevent mathematical learning challenges.