According to an investigation from the Kennedy Krieger Institute, published today in the journal PloS ONE, a new study reports that the accuracy in which children in preschool estimate quantities, before they have received any formal education in mathematics, predicts their mathematics ability in elementary school.

Humans have an instinctive sense with numbers which enables them, for example, to quickly work out which of two boxes has more objects inside without counting. This sense is present at birth and throughout childhood it gradually improves. If the amount of objects differ significantly (such as 30 vs 15) it is easier to compare the quantities, however much more precision is required when comparing objects that are much closer in number. When this sense in measured during the school age years, it correlates with mathematics achievement. Yet until now it was unsure if this ability actually serves as a foundation for the mathematic abilities of school age children.

Results of the new investigation revealed that the performance on mathematical tests taken in elementary schools, over two years later, was predicted by their ability to make numerical estimates in preschool. Since number skills among preschoolers did not predict other abilities, such as expressive vocabulary or the ability to name objects like letter or numbers quickly, the relationship seemed to be specific to math ability.

Dr. Michele Mazzocco, Director of the Math Skills Development Project at Kennedy Krieger Institute and lead author of the study, explained:

“Children vary widely in both their numerical and non-numerical cognitive abilities at all ages. Based on earlier data showing a relationship between intuitive number skills and formal mathematics, we were interested to learn whether numerical skills measured prior to schooling predict the level of mathematics skills children demonstrate years later, in a formal educational setting.”

The performance of 17 children (7 girls 10 boys) who had participated in a previous investigation of numerical abilities when they were preschoolers, was analyzed by Mazzocco, together with investigators Lisa Feigenson and Justin Halberda of Johns Hopkins University. When the children were aged three and four the researchers had asked them to estimate which of two sets of objects, such as blue or red crayons, had more items. In this new investigation, over 2 years later, they measured the same children’s math abilities using a standard mathematics test that included a wide variety of skills such as counting, reading and writing numbers, and simple arithmetic.

Mazzocco said:

“It was striking to find evidence that basic number abilities at such a young age may play a role in formal math achievement. But additional studies are needed to determine whether these skills are malleable at an early age, how they contribute to math achievement and if they are related to other known influences on math performance.”

Written by Grace Rattue