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Pathways to Mathematics: Longitudinal Predictors of Performance
Author(s) -
LeFevre JoAnne,
Fast Lisa,
Skwarchuk SheriLynn,
SmithChant Brenda L.,
Bisanz Jeffrey,
Kamawar Deepthi,
PennerWilger Marcie
Publication year - 2010
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2010.01508.x
Subject(s) - numeracy , psychology , competence (human resources) , cognition , developmental psychology , variety (cybernetics) , cognitive psychology , cognitive development , spatial ability , longitudinal study , child development , social psychology , literacy , computer science , pedagogy , neuroscience , artificial intelligence , statistics , mathematics
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.