Pathways to Mathematics: Longitudinal Predictors of Performance

TLDR

Research from neuroimaging, clinical populations, and typical child and adult development informs the model. The study tested a model linking quantitative, linguistic, and spatial attention precursors to early numeracy and later math outcomes in 182 children aged 4.5–7.5 years. The pathways independently predicted early numeracy and differentially related to diverse math outcomes two years later, underscoring the importance of fundamental underlying skills.

Abstract

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.