Relational language influences young children’s number relation skills

Yun-Chen CHAN, Maria D. SERA, Michèle M.M. MAZZOCCO

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

Relational language is thought to influence mathematical skills. This study examines the association between relational language and number relation skills—knowledge of cardinal, ordinal, and spatial principles—among 104 U.S. kindergartners (5.9 years; 44% boys; 37% White, 25% Black, 14% Asian, 24% other) in the 2017–2018 academic year. Controlling for general verbal knowledge, executive function, and counting and number identification skills, relational language predicted later number relation skills, specifically number line estimation, β =.30. Relational language did not differentially predict number line estimation performance in children with low or high number relation skills, likely due to the restricted ranges of data within subgroups. Number relation skills, specifically number line estimation and number ordering, may be a pathway between relational language and mathematical skills. Copyright © 2022 The Authors.

Original languageEnglish
Pages (from-to)956-972
JournalChild Development
Volume93
Issue number4
Early online dateFeb 2022
DOIs
Publication statusPublished - Jul 2022

Citation

Chan, J. Y.-C., Sera, M. D., & Mazzocco, M. M. M. (2022). Relational language influences young children’s number relation skills. Child development, 93(4), 956-972. doi: 10.1111/cdev.13737

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