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Individual differences in general and specific cognitive precursors in early mathematical learning
Estíbaliz Aragón1, Gamal Cerda, Cándida Delgado
1University of Cádiz (Spain).
Psicothema
|April 24, 2019
Summary
Early math skills in four-year-olds depend on cognitive abilities like working memory and processing speed. Interventions targeting these general and specific precursors can enhance mathematical thinking.
Area of Science:
- Cognitive Development
- Educational Psychology
- Developmental Neuroscience
Background:
- Mathematical ability is linked to academic aptitudes and cognitive skills.
- This study investigates precursors of informal mathematical thinking in young children.
Purpose of the Study:
- To analyze the role of general and specific domain precursors in informal mathematical thinking.
- To identify key cognitive predictors in four-year-old children.
Main Methods:
- 109 four-year-old children participated.
- Assessed informal math and cognitive variables.
- Employed a stepwise regression model.
Main Results:
- Working memory, processing speed, and receptive vocabulary (general) and numerical estimation (specific) predicted informal mathematical thinking.
- These factors explained 48.5% of variability in mathematical thinking.
- The model had higher explanatory power for boys (48.9%) than girls (37.5%).
Conclusions:
- Working memory and processing speed are primary predictors of informal mathematical thinking at age four.
- Joint interventions addressing general and specific domain predictors are optimal for improving math achievement.
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