The cognitive and numerical predictors of early mathematical achievement: A latent growth curve analysis

Longitudinal studies are essential for understanding causes of developmental change and growth rates of mathematical achievement. One hundred and twenty-eight UK-based children (M _age = 4 years; SD _age = 3.3 months; age range 43–54 months; 70 female) were tracked for 15 months, from the beginning of preschool until the end of the first year of primary school (i.e., across 7 preschools to 18 primary schools) and were assessed at three time points. At the beginning of preschool, data were collected from parents and children, including background demographics, domain-specific mathematical skills, domain-general cognitive skills, and language skills. Mathematical achievement was assessed once during preschool and at two time points during the first year of primary school. Using a latent growth model, we examined the contribution of the predictors to the growth patterns in mathematical achievement and the stability of initial individual differences during preschool to school transitions. Results showed that over a period of 15-months, children displayed substantial growth in mathematical achievement. This growth in mathematical achievement was linear and there was little variability in children’s rate of development. In contrast, there was substantial variance in initial mathematical achievement, and this variance was explained by children’s cardinality understanding and receptive vocabulary. These early variations highlight the importance of exposure to mathematical language and concepts in early childhood to ensure the development of broader mathematical skills.