Mathematics in preterm pre-schoolers (MIPP)

Abstract

A risk factor for poor mathematical achievement is being born very preterm (VP, <32 weeks' gestation; Simms et al., 2015; Wocadlo & Rieger, 2007), and research has identified cognitive reasons which may account for this low achievement (Guarani et al., 2014). However, time spent learning in the home environment before entering school is a critical period for typically born children (Fox et al., 2010), and currently, there is a lack of research focusing on the social mechanisms that may account for the difficulties that VP children experience in mathematics (Landry et al., 2003; Treyvaud et al., 2016).

Participants included full-term born pre-schoolers and their parents (N= 43) and VP preschoolers and their parents (N= 30). The dyads played games in their home, and these interactions were observed online by researchers. After playing the games each child completed three basic mathematical skills tests and one working memory task. In addition, parents were given two weeks to complete an online home mathematical activities questionnaire.

No group differences were observed in children’s mathematical skills or parents’ behaviours. For VP children, there was no association between parent behaviours and their mathematical skills. In contrast, typically reported associations between parent behaviour responsiveness and children’s mathematical skills were observed. In addition, for both VP and full-term born children, there was no association between children’s mathematical skills and their home mathematical environment. Linear regression analyses established that working memory was the unique predictor of VP born pre-schooler’s mathematical skills and the child’s age was the unique predictor for the full-term born pre-schoolers.

Thesis embargoed until 31 October 2026

Date of Award	Oct 2024
Original language	English
Supervisor	Dominic Mc Sherry (Supervisor) & Victoria Simms (Supervisor)