Kristin Krajewski, Wolfgang Schneider:
Mathematische Vorläuferfertigkeiten im Vorschulalter und ihre Vorhersagekraft für die Mathematikleistungen bis zum Ende der Grundschulzeit
Predicting Mathematical School Achievement by Mathematical Precursors Assessed in KindergartenSchool

2006, 246-262

Summary: The aim of the 4-year German longitudinal study presented in this paper was to identify specific mathematical precursors that were supposed to predict later mathematical achievement but not to predict later literacy. A sample of 153 preschool children was tested regarding early numerical competencies based on a theory about early mathematical development. Later on in school, children’s mathematical and spelling competencies were investigated, both at the end of Grades 1 and 4. As a main result, preschool competencies regarding quantities and numbers turned out to be the most powerful predictors of later mathematical achievement. About 26 percent of the variance in mathematical performance assessed at primary school could be explained by early number invariance and the ability to link discrete quantities and numbers. These abilities were influenced by basic numerical skills and intelligence. There was no direct effect of intelligence on math achievement at school, regardless of measurement point. However, the influence of social economic status increased during primary school. Number retrieval had an impact on basic numerical skills and mathematics as well as on spelling. Thus only basic numerical skills and quantity- number-linkage competencies were identified as specific precursors of mathematical school achievement.

Keywords: Mathematical achievement, prediction, precursors, specifity, longitudinal study

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