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Data on numerosity discrimination, inhibition and arithmetic during the early school years
Stephanie A Malone1, Verena E Pritchard1, Michelle Heron-Delaney1
1Institute for Learning Sciences and Teacher Education, Australian Catholic University, Australia.
Data in Brief
|June 18, 2019
Summary
This study examined the relationship between numerical skills and cognitive abilities in 496 Australian Grade 1 children. It assessed arithmetic, numerosity discrimination, and inhibition to understand early mathematical development.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Early mathematical skills are crucial for academic success.
- Understanding the cognitive underpinnings of arithmetic is essential for targeted interventions.
- Numerosity discrimination and inhibition are proposed as foundational skills for arithmetic.
Purpose of the Study:
- To investigate the relationship between numerosity discrimination, inhibition, and arithmetic abilities in young children.
- To explore the role of non-verbal cognitive ability in early mathematical development.
- To provide empirical data on the cognitive predictors of arithmetic skills in Grade 1 students.
Main Methods:
- A cohort of 496 Grade 1 children (mean age 6 years 9 months) from Brisbane, Australia, participated.
- Children completed assessments of arithmetic (Test of Basic Arithmetic and Number Skills), numerosity discrimination, inhibition (Head-Toes-Knees-Shoulders task), and non-verbal cognitive ability (Raven's Coloured Progressive Matrices).
- Demographic data including English as an additional language and learning difficulty status were collected.
Main Results:
- The study collected comprehensive data on arithmetic, numerosity discrimination, inhibition, and cognitive abilities in young children.
- Detailed findings on the interplay between these cognitive skills and their impact on arithmetic performance are reported.
- The data provides a basis for understanding the developmental trajectory of mathematical skills.
Conclusions:
- Early mathematical development is influenced by a combination of numerical discrimination, inhibitory control, and general cognitive abilities.
- These findings highlight the importance of targeting foundational cognitive skills to support arithmetic learning in early schooling.
- Further research can build upon this dataset to explore specific educational strategies.
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