Pathways to Mathematics: Longitudinal Predictors of Performance

A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor...

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Bibliographic Details
Published inChild development Vol. 81; no. 6; pp. 1753 - 1767
Main Authors LeFevre, Jo-Anne, Fast, Lisa, Skwarchuk, Sheri-Lynn, Smith-Chant, Brenda L., Bisanz, Jeffrey, Kamawar, Deepthi, Penner-Wilger, Marcie
Format Journal Article
LanguageEnglish
Published Oxford, UK Blackwell Publishing Ltd 01.11.2010
Wiley-Blackwell
Subjects
Academic achievement
Accounting
Achievement
Arithmetic
Attention
Biological and medical sciences
Brain
Child
Child Development
Child psychology
Child, Preschool
Children
Children & youth
Cognition
Cognitive ability
Cognitive Processes
Correlation analysis
Developmental psychology
Diagnostic Tests
Elementary School Students
EMPIRICAL ARTICLES
Female
Follow-Up Studies
Fundamental and applied biological sciences. Psychology
Humans
Kindergarten
Kindergarten education
Language Aptitude
Linguistics
Longitudinal Studies
Male
Mathematical knowledge
Mathematics
Mathematics Achievement
Mathematics Tests
Models, Psychological
Neuropsychological Tests
Numbers
Numeracy
Precursors
Predictor Variables
Preschool Children
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychomotor Performance
Skills
Spatial Ability
Spatial Behavior
Working memory
Human
Preschool age
Spatial attention
Cognition
Mathematics
Verbal ability
School age
Language
Follow up study
Cognitive development
Predictive factor
Performance
Child
Numeracy
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Summary:A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial attention. These pathways (a) contributed independently to early numeracy skills during preschool and kindergarten and (b) related differentially to performance on a variety of mathematical outcomes 2 years later. The success of the model in accounting for performance highlights the need to understand the fundamental underlying skills that contribute to diverse forms of mathematical competence.
Bibliography:istex:5851B638AE9E48B2F2CC8E29AE6FCF5793CD4302
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ArticleID:CDEV1508
This research was supported by Standard Operating Grants from the Social Sciences and Humanities Research Council of Canada to J. LeFevre, J. Bisanz, S. Skwarchuk, B. Smith‐Chant, and D. Kamawar. We thank the many graduate student colleagues and undergraduate researchers who contributed to this research. Lori Mergulhao in Winnipeg and Nicole Vachon in Peterborough provided invaluable organizational acumen. We thank all of the children who participated for their interest and enthusiasm. We are also grateful to the teachers, principal, parents, and other school board contacts who enabled this research.
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ISSN:0009-3920
1467-8624
DOI:10.1111/j.1467-8624.2010.01508.x