Mathematical skills of 11-year-old children born very preterm and full-term.

Preterm birth affects the academic development of children, especially in mathematics. Remarkably, only a few studies have measured specific effects of preterm birth on mathematical skills in primary school. The aim of this study was to compare 11-year-old children, with an IQ above 70, born very preterm (N = 64) and full-term (N = 72) on a variety of 5th grade mathematical skills and cognitive abilities important for mathematical learning. The measures were spontaneous focusing on numerosity (SFON), spontaneous focusing on quantitative relations (SFOR), arithmetic fluency, mathematics achievement, number line estimation, rational number magnitude knowledge, mathematics motivation, reading skills, visuospatial processing, executive functions, and naming speed. The children born very preterm and full-term differed in arithmetic fluency, SFON and SFOR. Domain general cognitive abilities did not fully explain the group differences in SFON and SFOR. Retrospective comparisons of the samples at the age of five years showed large group differences in early mathematical skills and cognitive abilities. Despite lower early mathematical skills, the children born very preterm reached peer equivalent performance in many mathematical skills by the age of 11 years. Nevertheless, they appear less likely to focus on implicit mathematical features in their everyday life.

Predicting adaptive expertise with rational number arithmetic.

BACKGROUND: Adaptive expertise is a highly valued outcome of mathematics curricula. One aspect of adaptive expertise with rational numbers is adaptive rational number knowledge, which refers to the ability to integrate knowledge of numerical characteristics and relations in solving novel tasks. Even among students with strong conceptual and procedural knowledge of rational numbers, there are substantial individual differences in adaptive rational number knowledge. AIMS: We aimed to examine how a wide range of domain-general and mathematically specific skills and knowledge predicted different aspects of rational number knowledge, including procedural, conceptual, and adaptive rational number knowledge. SAMPLE: 173 6th and 7th grade students from a school in the southeastern US (51% female) participated in the study. METHODS: At three time points across 1.5 years, we measured students' domain-general and domain-specific skills and knowledge. We used multiple hierarchal regression analysis to examine how these predictors related to rational number knowledge at the third time point. RESULT: Prior knowledge of rational numbers, general mathematical calculation knowledge, and spontaneous focusing on multiplicative relations (SFOR) tendency uniquely predicted adaptive rational number knowledge, after taking into account domain-general and mathematically specific skills and knowledge. Although conceptual knowledge of rational numbers and general mathematical achievement also predicted later conceptual and procedural knowledge of rational numbers, SFOR tendency did not. CONCLUSION: Results suggest expanding investigations of mathematical development to also explore different features of adaptive expertise as well as spontaneous mathematical focusing tendencies.

Spontaneous focusing on numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade.

Previous studies in a variety of countries have shown that there are substantial individual differences in children's spontaneous focusing on numerosity (SFON), and these differences are positively related to the development of early numerical skills in preschool and primary school. A total of 74 5-year-olds participated in a 7-year follow-up study, in which we explored whether SFON measured with very small numerosities at 5 years of age predicts mathematical skills and knowledge, math motivation, and reading in fifth grade at 11 years of age. Results show that preschool SFON is a unique predictor of arithmetic fluency and number line estimation but not of rational number knowledge, mathematical achievement, math motivation, or reading. These results hold even after taking into account age, IQ, working memory, digit naming, and cardinality skills. The results of the current study further the understanding of how preschool SFON tendency plays a role in the development of different formal mathematical skills over an extended period of time.

Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading.

BACKGROUND: Young children's spontaneous focusing on numerosity (SFON) as measured by experimental tasks is related to their mathematics achievement. This association is hypothetically explained by children's self-initiated practice in number recognition during everyday activities. As such, experimentally measured SFON should be associated with SFON exhibited during everyday activities and play. However, prior studies investigating this assumed association provided inconsistent findings. AIMS: We aimed to address this issue by investigating the association between kindergartners' SFON as measured by two different experimental tasks and the frequency of their number-related utterances during a typical picture book reading activity. SAMPLE: Participants were 65 4- to 6-year-olds in kindergarten (before the start of formal education). METHODS: Kindergartners individually participated in two sessions. First, they completed an action-based SFON Imitation task and a verbal SFON Picture task, with a short visuo-motor task in between. Next, children were invited to spontaneously comment on the pictures of a picture book during a typical picture book reading activity. RESULTS: Results revealed a positive association between children's SFON as measured by the Picture task and the frequency of their number-related utterances during typical picture book reading, but no such association for the Imitation task. CONCLUSIONS: Our findings indicate that children with higher SFON as measured by a verbal experimental task also tend to focus more frequently on number during verbal everyday activities, such as picture book reading. In view of the divergent associations between our SFON measures under study with everyday number activities, the current data suggest that SFON may not be a unitary construct and/or might be task-dependent.