More Than Just Numbers: Varied Predictors of Mathematics Knowledge

Session Type: Symposium

Abstract

Mathematics knowledge is a critical academic skill that emerges early in development. Current theories focus almost exclusively on contributions of numeracy skills. Recent evidence, however, has begun to uncover other important predictors of math development. This symposium aims to showcase important but often overlooked non-numeracy skills that contribute to math development: pattern, spatial, language, and general cognitive skills (e.g., executive function and nonverbal intelligence), and how their relations to math change over development. Four research projects are presented using various methodological and analytic techniques, ranging in developmental stage studied. These projects promote a broader understanding of contributors to mathematics development, and may practically inform Common Core State Standards as to what content is important for instruction in mathematics.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1c: Mathematics

Chair

• Erica Leigh Zippert, Vanderbilt University

Papers

• Examining How Pattern, Spatial, Executive Function, and Language Skills Contribute to Preschoolers' Math Knowledge - Erica Leigh Zippert, Vanderbilt University; Bethany Rittle-Johnson, Vanderbilt University

• Associations Between Pattern Understanding and Early Arithmetic and Reading Skills - Kelly Burgoyne, The University of Manchester; Stephanie Malone, Australian Catholic University; Charles Hulme, University of York

• Delineating the Linguistic Pathway of Early Mathematics Development: The Role of Mathematical Language - David J. Purpura, Purdue University; Sarah Schmitt, Purdue University; Amy Napoli, Purdue University

• The Latent Structure of Spatial Skill and Mathematics - Kelly Sue Mix, Univ. of Maryland; Susan C. Levine; Yi-Ling Cheng, Michigan State University; Christopher Young, University of Chicago; Luke Rinne, University of Maryland - College Park