Steffi Weißhaupt, Sabine Peucker, Markus Wirtz:
Diagnose mathematischen Vorwissens im Vorschulalter und Vorhersage von Rechenleistungen und Rechenschwierigkeiten in der Grundschule
Measuring Preschool Mathematical Knowledge and Predicting Student’s Abilities and Deficiencies in Mathematics in Primary School

2006, 236-245

Summary: Summary: This article investigates the influence of preschool mathematical knowledge on mathematical abilities and deficiencies in primary school. In a longitudinal study, 129 children were tested six months and two months before entering primary school with a diagnostic instrument for measuring the development of numerical concepts (DEZ). DEZ measures preschool mathematical knowledge in ten subdimensions. The dimensions are based on concepts derived from developmental psychology. CFT 1 was used to measure the children’s nonverbal intelligence. At the end of the first year of primary school, students’ mathematical abilities were measured using DEMAT 1+. Structural equation modelling showed that mathematical knowledge from preschool serves as a very good predictor of student’s later performance in mathematics. Nonverbal intelligence does not enhance the amount of explained variance significantly. Individual prediction of mathematical deficiencies based on a classificatory approach was successful. The sensitivity of the diagnostic instrument (DEZ) proved to be particularly high. Early diagnostics and early mathematical education in preschool age are discussed.

Keywords: Preschool mathematical knowledge, early diagnostics, mathematical ability, mathematical deficiencies, developmental dyscalculia

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