Numerical Development in Preschool: Examining Potential Mediators of Children's Approximate Number System and Mathematics Achievement

Autor/inn/en	Scalise, Nicole R.; Purpura, David J.
Titel	Numerical Development in Preschool: Examining Potential Mediators of Children's Approximate Number System and Mathematics Achievement
Quelle	In: Journal of Educational Psychology, 114 (2022) 5, S.1192-1204 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scalise, Nicole R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000698
Schlagwörter	Preschool Children; Number Systems; Mathematics Achievement; Correlation; Numeracy; Predictor Variables; Executive Function; Knowledge Level; Vocabulary; Age Differences; Gender Differences; Parent Background; Educational Attainment; Preschool Education + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Number system; Zahlensystem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Rechenkompetenz; Prädiktor; Wissensbasis; Wortschatz; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut
Abstract	There is evidence of a relation between the approximate number system (ANS) and later mathematics achievement. Researchers have proposed various mediators of this relation, including executive functioning (EF), numeral knowledge, and mathematical language. The goal of the present study was to determine which factors mediate the relation between preschoolers' ANS and the change in their mathematics achievement over a five-month period. We collected data from 125 preschoolers ("mean age" = 4.2 years) in the fall and spring. We tested mediation models using path analysis models, controlling for children's fall mathematics achievement, age, sex, and parent education. EF was not a statistically significant predictor of mathematics achievement when controls were included. Numeral knowledge was not a significant mediator, but mathematical language was a significant mediator in both individual mediation and multiple mediation models. Although children's ANS predicts their later mathematics achievement, the relation is fully mediated by children's mathematical language. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01