The role of early language abilities on math skills among Chinese children.

Juan Zhang,Yaxuan Meng,Xitao Fan,Bi Ying Hu,Sum Kwing Cheung,Zhihui Cai,Mitchell Rabinowitz

doi:10.1371/journal.pone.0181074

Abstract

BackgroundThe present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence.MethodologyCorrelation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children’s language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children’s language abilities and formal math skills was partially mediated by informal math skills.ResultsThe current findings indicate 1) Children’s language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills.

Highlights

Increasing attention has been drawn to the development of early mathematical skills due to its importance on academic achievements and future occupational preparation
The current findings indicate 1) Children’s language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills
Further statistical analysis found a significant difference between the two correlations (z = 4.43, p

Summary

Introduction

Increasing attention has been drawn to the development of early mathematical skills due to its importance on academic achievements and future occupational preparation. Early mathematical skills are associated with later mathematical abilities, and predictive of other academic aspects such as reading abilities [1, 2]. Those who are functionally innumerate or suffering from dyscalculia, have more difficulties and obstacles in job hunting [3, 4]. Role of language on math prospect in adulthood [3], it is important to understand the factors that may influence the development of mathematics from the early years. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence

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