Dataset Information

Dimensionality of Preschoolers' Informal Mathematical Abilities.

ABSTRACT: Recent research examining children's early mathematical abilities has focused primarily on number and operations (e.g., counting, addition) with considerably less attention directed to the role of other possible dimensions of early mathematical abilities, such as, measurement, geometry, and patterning. The current study examined the dimensionality of informal mathematical abilities by conducting categorical confirmatory factor analysis (CCFA) using data from a large sample of preschool children from low-income families (N=1630; Mean age = 4.46 years, SD = .37) using the Child Math Assessment (CMA; Klein & Starkey, 2004). The best fitting model consisted of four factors of Number and Operations, Measurement, Geometry, and Patterning, with the Number and Operations factor explaining common variance in three first-order factors of Numbering, Operations, and Relations. These findings support the view that informal mathematical knowledge is a multi-dimensional construct comprised of each of these separable dimensions. Additionally, a Multiple Indicators Multiple Causes model was used to determine if mathematical ability differed for male and female preschoolers on each of the four factors or on each of the 35 items of the CMA. Results showed no differences for mathematical abilities between males and females at this age. Future research and curricular implications are discussed.

SUBMITTER: Milburn TF

PROVIDER: S-EPMC7252224 | biostudies-literature | 2019 2nd Quarter

REPOSITORIES: biostudies-literature

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Dimensionality of Preschoolers' Informal Mathematical Abilities.

Milburn Trelani F TF Lonigan Christopher J CJ DeFlorio Lydia L Klein Alice A

Early childhood research quarterly 20180913

Recent research examining children's early mathematical abilities has focused primarily on number and operations (e.g., counting, addition) with considerably less attention directed to the role of other possible dimensions of early mathematical abilities, such as, measurement, geometry, and patterning. The current study examined the dimensionality of informal mathematical abilities by conducting categorical confirmatory factor analysis (CCFA) using data from a large sample of preschool children ...[more]

PMID: 32461711

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Project description:This study examined individual differences in mathematics learning by combining antecedent (A), opportunity (O), and propensity (P) indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A, O, and P factors in children with and without Mathematical Learning Disabilities (MLD). Therefore, the mathematical abilities of 114 school-aged children (grade 3 till 6) with and without MLD were analyzed and combined with information retrieved from standardized tests and questionnaires. Results indicated significant differences in personality, motivation, temperament, subjective well-being, self-esteem, self-perceived competence, and parental aspirations when comparing children with and without MLD. In addition, A, O, and P factors were found to underlie mathematical abilities and disabilities. For the A factors, parental aspirations explained about half of the variance in fact retrieval speed in children without MLD, and SES was especially involved in the prediction of procedural accuracy in general. Teachers' experience contributed as O factor and explained about 6% of the variance in mathematical abilities. P indicators explained between 52 and 69% of the variance, with especially intelligence as overall significant predictor. Indirect effects pointed towards the interrelatedness of the predictors and the value of including A, O, and P indicators in a comprehensive model. The role parental aspirations played in fact retrieval speed was partially mediated through the self-perceived competence of the children, whereas the effect of SES on procedural accuracy was partially mediated through intelligence in children of both groups and through working memory capacity in children with MLD. Moreover, in line with the componential structure of mathematics, our findings were dependent on the math task used. Different A, O, and P indicators seemed to be important for fact retrieval speed compared to procedural accuracy. Also, mathematical development type (MLD or typical development) mattered since some A, O, and P factors were predictive for MLD only and the other way around. Practical implications of these findings and recommendations for future research on MLD and on individual differences in mathematical abilities are provided.

Dataset Information

Dimensionality of Preschoolers' Informal Mathematical Abilities.

Publications

Dimensionality of Preschoolers' Informal Mathematical Abilities.

Similar Datasets

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