Abstract
BackgroundThe current evidence on an integrative role of the domain-specific early mathematical skills and number-specific executive functions (EFs) from informal to formal schooling and their effect on mathematical abilities is so far unclear. The main objectives of this study were to (i) compare the domain-specific early mathematics, the number-specific EFs, and the mathematical abilities between preschool and primary school children, and (ii) examine the relationship among the domain-specific early mathematics, the number-specific EFs, and the mathematical abilities among preschool and primary school children.MethodsThe current study recruited 6- and 7-year-old children (Ntotal = 505, n6yrs = 238, and n7yrs = 267). The domain-specific early mathematics as measured by symbolic and nonsymbolic tasks, number-specific EFs tasks, and mathematics tasks between these preschool and primary school children were compared. The relationship among domain-specific early mathematics, number-specific EFs, and mathematical abilities among preschool and primary school children was examined. MANOVA and structural equation modeling (SEM) were used to test research hypotheses.ResultsThe current results showed using MANOVA that primary school children were superior to preschool children over more complex tests of the domain-specific early mathematics; number-specific EFs; mathematical abilities, particularly for more sophisticated numerical knowledge; and number-specific EF components. The SEM revealed that both the domain-specific early numerical and the number-specific EFs significantly related to the mathematical abilities across age groups. Nevertheless, the number comparison test and mental number line of the domain-specific early mathematics significantly correlated with the mathematical abilities of formal school children. These results show the benefits of both the domain-specific early mathematics and the number-specific EFs in mathematical development, especially at the key stages of formal schooling. Understanding the relationship between EFs and early mathematics in improving mathematical achievements could allow a more powerful approach in improving mathematical education at this developmental stage.
Highlights
Mathematical skills are regarded as an important tool and an integral part of effective functioning in everyday life [1, 2]
No participant was clinically referred for learning difficulties (LD) or attention-deficit/hyperactivity disorder (ADHD)
The number-specific executive functions (EFs) were indexed by two variables, namely, numerical inhibition and shifting
Summary
Mathematical skills are regarded as an important tool and an integral part of effective functioning in everyday life [1, 2]. Wongupparaj and Kadosh BMC Psychology (2022) 10:27 that early mathematics achievement might predict a person’s professional success and economic growth [4, 5] Understanding these developmental trajectories and cognitive underpinnings is essential because of the promising predictability of later positive outcomes as a result of early numerical abilities. A more accurate ANS or symbolic magnitude comparison ability (e.g., a number comparison test) and symbolic magnitude estimation ability (e.g., the mental number line test) were later developed [17, 18]. This continuing numerical ability uses the prenumerical ANS and is being thought of as the numerical development from subitizing, counting, and estimating to arithmetic [16]. The main objectives of this study were to (i) compare the domain-specific early mathematics, the number-specific EFs, and the mathematical abilities between preschool and primary school children, and (ii) examine the relationship among the domain-specific early mathematics, the number-specific EFs, and the mathematical abilities among preschool and primary school children
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
