Abstract
Abstract Early mathematics skills do not develop in isolation from other cognitive and academic skills. A growing body of evidence highlights the important role that language skills—particularly mathematical language (e.g., words and concepts such as many, most, few, fewest)—play in young children's acquisition of early mathematical knowledge. In this chapter we (1) discuss the connections between general language and mathematics development, (2) define mathematical language and distinguish it from mathematics talk, (3) present the correlational and experimental evidence supporting the role mathematical language plays in early numeracy acquisition and existing mechanisms for intervention, and finally (4) discuss remaining unanswered questions about the mechanisms underlying this relation and future directions regarding this line of research. Ultimately, early mathematical language skills appear to be a central component in the process of young children's development of early mathematics skills, but more work is needed to better understand mechanisms and improve instructional practices.
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