Which preschool mathematics competencies are most predictive of fifth grade achievement?

Abstract

In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children’s emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement.

Augmented reality‐based virtual manipulatives versus physical manipulatives for teaching geometric shapes to preschool children

“…Nguyen et al . () implemented a study in 42 schools to find which preschool mathematical competencies predict children’s fifth‐grade mathematics success. Besides counting and numeracy skills, learning geometry ( r = 0.43) was also one of the predictives of later achievement of children.…”

Unique contribution of Ecuadorian kindergartners’ spontaneous focusing on numerosity to their early numerical abilities

“…Against the background of previous findings on the unique contribution of SFON to young children's early numerical abilities in developed countries (Hannula‐Sormunen, ; Rathé, Torbeyns, Hannula‐Sormunen, De Smedt, et al ., ), and the importance of these early numerical abilities for later mathematical performances and general academic achievement (Chu et al ., ; Claessens et al ., ; Duncan et al ., ; Geary & VanMarle, ; Martin et al ., ; Nguyen et al ., ; Schneider et al ., ; Vanbinst et al ., ), the present study aimed at analysing the validity of previous findings on the association between SFON and early numerical abilities in a developing country, namely Ecuador. Our results extend current findings about the contribution of SFON to young children's early numerical abilities from both a theoretical and an educational viewpoint, but also point to timely questions for future research on the topic.…”

“…Cumulative evidence points to the pivotal role of young children's numerical abilities at school entry for their later mathematical and academic achievement (Chu, vanMarle, & Geary, ; Claessens, Duncan, & Engel, ; Duncan et al ., ; Geary & VanMarle, ; Martin, Cirino, Sharp, & Barnes, ; Nguyen et al ., ; Schneider et al ., ; Vanbinst, Ghesquière, & De Smedt, ). Recently, young children's spontaneous focus on the exact numerosity of a set of items in non‐mathematically focused situations (= SFON) has been shown to uniquely contribute to their early numerical abilities (Batchelor, Inglis, & Gilmore, ; Gray & Reeve, ; Hannula, Lepola, & Lehtinen, ; Hannula‐Sormunen, Lehtinen, & Räsänen, ; see also the recent reviews of Hannula‐Sormunen, ; Rathé, Torbeyns, Hannula‐Sormunen, De Smedt, & Verschaffel, ).…”

“…2016; Martin, Cirino, Sharp, & Barnes, 2014;Nguyen et al, 2016;Schneider et al, 2016;Vanbinst, Ghesqui ere, & De Smedt, 2015). Recently, young children's spontaneous focus on the exact numerosity of a set of items in non-mathematically focused situations (= SFON) has been shown to uniquely contribute to their early numerical abilities (Batchelor, Inglis, & Gilmore, 2015;Gray & Reeve, 2016;Hannula, Lepola, & Lehtinen, 2010;Hannula-Sormunen, Lehtinen, & R€ as€ anen, 2015; see also the recent reviews of Hannula-Sormunen, 2015; Rath e, Torbeyns, Hannula-Sormunen, De Smedt, & Verschaffel, 2016).…”

Early numeracy performance of South African school beginners

“…In general, authors agree that numeracy performance in the early childhood years adequately predicts later mathematics performance (Jordan, Glutting & Ramineni 2010). Especially magnitude comparison, number reading, counting skills, basic arithmetical skills, number line acuity, spontaneous focusing on numerosity and numeracy-related logical knowledge have been found to be relevant for later mathematics performance (Aunio & Niemivirta 2010;Friso-van den Bos et al 2015;HannulaSormunen, Lehtinen & Räsänen 2015;Jordan et al 2010;Krajewski & Schneider 2009;LeFevre et al 2010;Nguyen et al 2016;Passolunghi, Vercelloni & Schadee 2007;Toll et al 2015;Vanbinst, Ghesquière & De Smedt 2015). Related to the development of mathematical skills in early childhood years, there is an agreement among the researchers that children have biologically primary non-verbal number sense which is the base that children start to learn to use their number word sequence skills first in rhymes and then in enumeration tasks and from that follows the basic strategies for addition and subtraction problem solving (Jordan et al 2010;Mazzocco, Feigenson & Halberda 2011).…”