学龄前儿童的数学知识发展较早,差异很大。当前的研究集中在两种遗传早期出现的认知技能上,它们可能是后期数学技能的重要预测因子(即,几何和算术):儿童对对象和数量之间抽象关系的理解,这通过他们的图案化技能和近似数字系统(ANS)来证明。儿童的图案技能,ANS,算术,几何图形,非语言智力(IQ),在4岁时评估执行功能(EF)技能,一年后,在5岁时再次评估了他们的算术和几何知识(N=113)。超越儿童在算术和几何方面的初步知识,以及IQ和EF,4岁时的图案技能和ANS唯一地预测了5岁时儿童的几何知识,但只有4岁时的图案唯一地预测了5岁时的算术能力。因此,虽然图案和ANS是相关的,它们在后来的几何和算术知识中不同地解释了变化。讨论了结果对早期数学理论和研究的影响。
Preschoolers\' mathematics knowledge develops early and varies substantially. The current study focused on two ontogenetically early emerging cognitive skills that may be important predictors of later math skills (i.e., geometry and numeracy): children\'s understanding of abstract relations between objects and quantities as evidenced by their
patterning skills and the approximate number system (ANS). Children\'s
patterning skills, the ANS, numeracy, geometry, nonverbal intelligence (IQ), and executive functioning (EF) skills were assessed at age 4 years, and their numeracy and geometry knowledge was assessed again a year later at age 5 (N = 113). Above and beyond children\'s initial knowledge in numeracy and geometry, as well as IQ and EF,
patterning skills and the ANS at age 4 uniquely predicted children\'s geometry knowledge at age 5, but only age 4
patterning uniquely predicted age 5 numeracy. Thus, although
patterning and the ANS are related, they differentially explain variation in later geometry and numeracy knowledge. Results are discussed in terms of implications for early mathematics theory and research.