Modulation of general and specific cognitive precursors of early mathematical performance v1

Abstract

The main goal of this study was to analyse, using structural equation modeling, the contribution of predictors of both domain-general (working memory, processing speed and receptive vocabulary) and domain-specific (estimation and magnitude comparison) processes to informal mathematical performance (numbering, comparison, calculation and understanding of concepts) in preschoolers. A total of 158 preschool students (ages ranging from 52 to 64 months) participated in the investigation. Students were assessed with informal tasks measuring mathematical thinking, numerical estimation, symbolic and non-symbolic comparison-making, coding, receptive vocabulary, and backward digit span. Results showed that a structural equation model for multiple indicators and several factors could explain informal mathematical thinking capacity in young children. The model reduced specific-domain factor effects such as magnitude comparison. In conclusion, the effect of working memory was found to be less than the straight impact of the general-domain predictors considered in the study.

Cognitive skills as predictors of elementary students’ understanding of arithmetic concepts

“…It is plausible to argue that number estimation may be related to magnitude representation and the ability to recognize and employ diverse ways to problem resolution. The study's predictive value backs with previous research that found a link between number estimate competence and mathematics proficiency (ARAGÓN et al, 2019;SASANGUIE;VAN DEN BUSSCHE;REYNVOET, 2012), specifically when it comes to conceptual arithmetic knowledge . Thus, it is clear that the ability to correctly estimate the location of numbers on a straight line necessitates knowledge of the number system and additive composition, which refers to the notion that every natural number is made up of the addition of smaller numbers.…”

“…Some studies emphasize the value of working memory for mathematical achievement in relation to general domain skills, indicating that it is a precursor skill to initial mathematical learning (ARAGÓN et al, 2019;GEARY, 2011;VERCELLONI;SCHADEE, 2007;LANFRANCHI, 2012;XENIDOU-DERVOU et al, 2018) and demonstrating significant improvements in children's performance since kindergarten and remaining with positive effects throughout elementary school. Working memory is a memory system that allows people to temporarily regulate, store, and process relevant information while performing cognitive tasks (BADDELEY, 2011;RAGHUBAR;BARNES;HECHT, 2010).…”

“…Evidence indicates that working memory appears to be connected to solving problems in mathematics and arithmetic (GATHERCOLE; ALLOWAY, 2004;VERCELLONI;SCHADEE, 2007). Specifically, there is a substantial ability in preschool children's performance while solving numerical problems, quantity comparison, informal computation, and informal mathematical principles (ARAGÓN et al, 2019). Working memory, on the other hand, has less of an influence on academic achievement as pupils go through the school grades, becoming more demanding solely on new or more complicated activities (CHU; VANMARLE; GEARY, 2016;GEARY, 2011).…”

“…Therefore, in this study, phonemic awareness was used as a proxy for measuring phonological awareness. Some domain-specific cognitive skills are also recognized as essential for good mathematical achievement, such as number transcoding (HABERMANN et al, 2020;MALONE;BURGOYNE;MOURA et al, 2015) and number line estimation (ARAGÓN et al, 2019;LINK;MOELLER, 2014). There is already data demonstrating a substantial relationship between number transcoding, which is the act of translating verbal and written representations in the Arabic number form (i.e., translating the verbal information 'fifty-seven' into the Arabic notation '57'), and mathematical ability (GEARY; HAMSON;HOARD, 2000).…”

Contributions of the psychology of mathematical cognition in early childhood education using apps

“…The scientific literature focused on addressing the development of early mathematical cognition sustains the meaning of training different skills as a cognitive basis for learning math (Geary et al, 2013;Aragón et al, 2014Aragón et al, , 2020Soto-Calvo et al, 2015;Malone et al, 2019;Pace et al, 2019). These skills also provide the development of a solid background in early numeracy, which is considered critically important for later mathematical achievement (Ramani et al, 2017).…”