Background. Longitudinal studies allow us to identify, which specific maths skills are
weak in young children, and whether there is a continuing weakness in these areas
throughout their school years.
Aims. This 2-year study investigated whether certain socio-demographic variables
affect early mathematical competency in children aged 5–7 years.
Sample. A randomly selected sample of 127 students (64 female; 63 male) participated.
At the start of the study, the students were approximately 5 years old (M = 5.2;
SD = 0.28; range = 4.5–5.8).
Method. The students were assessed using the Early Numeracy Test and then
allocated to a high (n = 26), middle (n = 76), or low (n = 25) achievers group.
The same children were assessed again with the Early Numeracy Test at 6 and 7 years
old, respectively. Eight socio-demographic characteristics were also evaluated: family
model, education of the parent(s), job of the parent(s), number of family members,
birth order, number of computers at home, frequency of teacher visits, and hours
watching television.
Results. Early Numeracy Test scores were more consistent for the high-achievers
group than for the low-achievers group. Approximately 5.5% of low achievers obtained
low scores throughout the study. A link between specific socio-demographic characteristics
and early achievement in mathematics was only found for number of computers
at home.
Conclusions. The level of mathematical ability among students aged 5–7 years
remains relatively stable regardless of the initial level of achievement. However, early
screening for mathematics learning disabilities could be useful in helping low-achieving
students overcome learning obstacles.This material is based on work supported by the Spanish Ministry of Science & Technology grant no. SEJ2007-62420/EDUC and Junta de Andalucia grant no. P09-HUM-4918
