DEVELOPMENT OF MATH IN PRESCHOOLERS: PROCESS AND PREEDICTORS

与数学能力的发展有关的几个问题仍然没有答案。项目5，在 与本提案中的其他项目合作，将解决有关早期数学的几个问题 发展本研究旨在探讨非正规学前教育的发展轨迹， 数学技能，它们与数学成绩和学龄期数学技能的关系，以及认知能力 学前数学能力的基础。此外，该项目还调查了数学方面的增长与 技能和识字、语言和社交技能的发展。早期数学技能，包括计算 知识和程序，涉及加减法的非语言和语言问题解决， 概念数学知识，如反演，几何推理和测量技能，是 在学前阶段，在学前综合课程的背景下进行评估。这些非正式 数学技能和他们的基本认知能力将与数学成果在年底的 学前班（项目1队列），以及数学成果和算术事实等领域的成就 检索，计算原理和程序，几何，文字问题，测量，在年底 幼儿园和一年级。非正式数学技能的发展与一般数学技能之间的关系 认知能力，包括工作记忆、空间能力、精细运动技能和语音技能， 得到考验关于项目1和项目2， 技能及其相关的认知能力将得到检查。关于项目3和4，假设 将特定非正式数学技能的发展与同时发展语言和社交能力联系起来， 技能将受到考验。该方法是创新的，因为它涉及模型驱动的纵向评估， 幼儿的核心非正式数学技能和支持性认知能力之间的关系 早期识字、语言和社会发展也可以解决。

Several issues related to the development of mathematical ability remain unanswered. Project 5, in collaboration with the other projects in this proposal, will address several questions about early math development. The aims of this project are to investigate the developmental trajectories of informal preschool math skills, their relation to math outcomes and math skills at school-age, and the cognitive competencies that underlie preschool math abilities. In addition, the project investigates relations between growth in math skills and the development of literacy, language, and social skills. Early math skills including counting knowledge and procedures, nonverbal and verbal problem solving involving addition and subtraction, conceptual math knowledge such as inversion, and geometric reasoning and measurement skills, are assessed during the preschool years in the context of an integrated preschool curriculum. These informal math skills and their underlying cognitive competencies will be related to math outcomes at the end of the pre-k year (Project 1 cohort), and to math outcomes and achievement in domains such as arithmetic fact retrieval, calculation principles and procedures, geometry, word problems, and measurement, at the end of kindergarten and grade 1. Relations between the development of informal mathematical skills and general cognitive competencies, including working memory, spatial ability, fine motor skill, and phonological skills will be tested. In relation to Projects 1 and 2, intervention-related effects on growth in informal mathematical skills and their related cognitive competencies will be examined. In relation to Projects 3 and 4, hypotheses relating the development of particular informal math skills to concurrently developing language and social skills will be tested. The approach is innovative in that it involves model-driven, longitudinal assessment of core informal mathematical skills and supporting cognitive competencies in young children in which relations to early literacy, language and social development can also be addressed.