Development and Stimulation of Early Core Mathematical Competencies in Young Children: Results from the Leuven Wis & C Project

Abstract

In 2016, we started a 6-year-longitudinal research project on the development of 4- to 9-year-olds’ competencies in four early core mathematical domains, i.e., (1) mathematical patterns and structures, (2) computational estimation, (3) proportional reasoning, and (4) probabilistic reasoning. These four competencies are conceived of as a combination of ability in and disposition toward these different domains. Within the context of this project, the development of these four mathematical competencies – in addition to key numerical abilities – is longitudinally followed in a cohort of about 400 children from Grade 2 of preschool until Grade 3 of elementary school. We are using a rich battery of measures and advanced analytical techniques. Basic claims underlying this longitudinal research project are that early mathematical development involves much more than children’s early numerical abilities, that also with respect to these abovementioned other core mathematical competencies important initial steps are being made much earlier in children’s development than traditionally thought, and that these mathematical competencies develop in close relation to each other and to the development of early numerical abilities. In the present contribution, we give an overview of some major findings and conclusions of the studies conducted so far within the ongoing project in relation to these claims.