Longitudinal Pathways of Numerical Abilities in Preschool: Cognitive and Environmental Correlates and Relation to Primary School Mathematics Achievement

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Autor/inn/en	Bakker, Merel; Torbeyns, Joke; Verschaffel, Lieven; De Smedt, Bert
Titel	Longitudinal Pathways of Numerical Abilities in Preschool: Cognitive and Environmental Correlates and Relation to Primary School Mathematics Achievement
Quelle	In: Developmental Psychology, 59 (2023) 3, S.442-459 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bakker, Merel) ORCID (Torbeyns, Joke) ORCID (Verschaffel, Lieven) ORCID (De Smedt, Bert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001491
Schlagwörter	Longitudinal Studies; Mathematics Instruction; Mathematics Achievement; Preschool Education; Numeracy; Individual Differences; Cognitive Development; Environmental Influences; Correlation; Grade 3; Elementary School Students; Socioeconomic Status; Comparative Analysis; Arithmetic; Mathematics Skills; Short Term Memory; Language Skills; Spatial Ability; Family Environment; Foreign Countries; Intelligence Tests; Verbal Ability; Vocabulary; Young Children; Mathematics Tests; Task Analysis; Profiles; Belgium; Peabody Picture Vocabulary Test; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pre-school education; Vorschulerziehung; Rechenkompetenz; Individueller Unterschied; Kognitive Entwicklung; Environmental influence; Umwelteinfluss; Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; Socio-economic status; Sozioökonomischer Status; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics ability; Kurzzeitgedächtnis; Language skill; Sprachkompetenz; Räumliches Vorstellungsvermögen; Familienmilieu; Ausland; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Frühe Kindheit; Aufgabenanalyse; Charakterisierung; Profilanalyse; Belgien
Abstract	Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated with them. We applied a person-centered approach to a 5-year longitudinal study (N = 410, 213 boys) conducted in Belgium from preschool to grade 3. Preschoolers (M[subscript age] = 58.14 months, SD[subscript age] = 3.51) were selected to represent the full range of socioeconomic backgrounds. We examined via Latent Profile Analysis the heterogeneous patterns that exist in preschoolers' early numerical development using measures of counting, numeral identification, comparison, ordering, and arithmetic abilities. We investigated the association between the derived numerical ability pathways, general cognitive factors (working memory, language, spatial ability) and the home math environment. We also evaluated the relation of these early numerical ability pathways to later mathematics achievement in grade 1 and 3. Four longitudinal pathways emerged: a low (15%), below-average (28%), above-average (44%), and a high numerical ability pathway (13%). Differences between the four pathways were mostly quantitative. Most of the general cognitive factors contributed to pathway membership, whereas the home math environment and socioeconomic status (SES) did not. The pathways differed in mathematics achievement in grade 1 and 3, and most of these differences remained when the covariates were considered. The results highlight the heterogeneity that is already present in preschoolers' numerical abilities and their predictive value for subsequent mathematics achievement. (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