A longitudinal study on early numeracy development
Necessary but not sufficient role of earlier skills
Bibliographic Data
| ID | 19234231 |
|---|---|
| Authors | David Múñez (0000-0002-7002-8506, Nanyang Technological University, corresponding author), Josetxu Orrantia (0000-0002-9305-8871, Universidad de Salamanca) |
| Year | 2026 |
| Volume | 76 |
| Pages | 516-526 |
| Publication date | 2026-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2026.04.015 |
| OpenAlex | W7160058070 |
| Language | EN |
| References cited | 48 |
Longitudinal data · Longitudinal study · Numeracy · Poison control · Cognitive and developmental aspects of mathematical skills · Human Factors and Ergonomics · Language Development and Disorders · Reading and Literacy Development
Children's acquisition of the number words and the counting system
Number Sense Growth in Kindergarten
Children's understanding of counting
Development of Numerical Estimation in Young Children
Early Identification and Interventions for Students With Mathematics Difficulties
Foundations of mathematics and literacy
How counting represents number
Mapping numerical magnitudes onto symbols
The development of arithmetical abilities
Cutoff criteria for fit indexes in covariance structure analysis
Numerical magnitude understanding in kindergartners
Cultural variability in finger representations / Variabilidad cultural en las representaciones con dedos
Dimensionality of preschoolers’ informal mathematical abilities
Building Blocks for early childhood mathematics
Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children
Counting on working memory when learning to count and to add
Early math matters
Young children’s core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement
Informal Numeracy Skills
The home math environment and math achievement
| Highly cited | No |
|---|