The Development of Quantitative Competencies in Preschool Children

这个项目是一项为期五年的纵向研究，旨在考察正规数学学习的早期基础。密苏里州大约250名儿童将从学龄前到一年级每年接受两次评估。要衡量的具体能力包括数字、数字关系和数字运算，以及语言、执行功能、注意力、智商和社交行为。象征性和非象征性的量化技能被考虑在内。从这个项目收集的数据将与密苏里州数学发展和残疾纵向研究相联系。算术和基础代数的能力已被证明与就业能力、工资和在职生产率密切相关。入学时在数学能力上落后于同龄人的孩子，往往在整个上学期间都落在后面。本项目的目标是对高危3岁儿童进行一项纵向研究，以提高S对幼儿早期算术发展及其与学校数学成绩的关系的理解。该项目希望阐明领域一般执行功能、非语言智能和语言智能如何与量化知识相互作用，从而导致幼儿园结束时的数学成绩。

This project is a five-year longitudinal study designed to examine early foundations of formal mathematical learning. Approximately, 250 children in Missouri will be assessed twice per year from preschool through first grade. Specific competencies to be measured include number, number relations, and number operations as well as language, executive function, attention, IQ, and social behavior. Symbolic and non-symbolic quantitative skills are considered. Data collected on this project will link to the Missouri Longitudinal Study of Mathematical Development and Disability.Competence in arithmetic and basic algebra has been shown to be strongly related to employability, wages, and on-the-job productivity. Children who begin school behind their peers in mathematical competencies tend to stay behind throughout their schooling. The goal of this project is to conduct a longitudinal study with at-risk 3 year olds to improve the field?s understanding of the development of early numeracy development in young children and its relation to school mathematics outcomes. The project hopes to shed light on how domain general executive functions, nonverbal intelligence, and verbal intelligence interact with quantitative knowledge to lead to math achievement at the end of kindergarten.