Working memory, including central executive functions (inhibition, shifting and updating) are
factors thought to play a central role in mathematical skill development. However, results …

For learning math, non-symbolic quantity skills, symbolic skills and the mapping between
number symbols and non-symbolic quantities are all important precursors. Little is known …

Background Mathematics achievement is pivotal in shaping children's future prospects.
Cognitive skills (numeracy), feelings (anxiety), and the social environment (home learning …

We examine a potential mechanism underlying the relation between executive function (EF)
skills and mathematics achievement in early childhood. Across two samples of three-to six …

Children's ability to relate number to a continuous quantity abstraction visualized as a
number line is widely accepted to be predictive of mathematics achievement. However, a …

The aim of the current study was to explore individual differences in basic numerical skills in
a normative sample of 151 kindergarteners (mean age= 6.45 years). Whereas previous …

Previous work has shown that individual differences in executive function (EF) are predictive
of academic skills in preschoolers, kindergartners, and older children. Across studies, EF is …

Relational language is thought to influence mathematical skills. This study examines the
association between relational language and number relation skills—knowledge of cardinal …

Although numerical skills have proven to be important precursors for mathematical
proficiency, longitudinal studies on numerical development are rather scarce. The overall …

In the current study, the factor structure of number sense, or the ability to understand, use,
and manipulate numbers, was investigated. Previous analyses yielded little consensus …