Procedural and conceptual counting knowledge each predict kindergarten arithmetic, together explaining about 25% of variance¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? With the two counting constructs entered simultaneously, the regression was significant (R² = .249) for procedural counting knowledge (p = .005) and conceptual counting knowledge (p = .037). → Praet 2013

Evidence¶

Praet 2013¶

Praet, M., Titeca, D., Ceulemans, A., & Desoete, A. (2013). Language in the prediction of arithmetic in kindergarten and grade 1. Learning and Individual Differences (manuscript LAEIND-D-12-OO174R1). https://www.sciencedirect.com/science/article/LAEIND-D-12-OO174R1

q2 · i? · associational · r2

First preparatory regression on 63 kindergarteners using Tedi-Math subtests; procedural counting (Cronbach's alpha = .73) and conceptual counting (alpha = .85) were both significant predictors of kindergarten arithmetic.

"The regression analysis was significant (F 2, 62) = 9.961, p < .001, R² = .249) for procedural counting knowledge (p =.005) and conceptual counting knowledge (p = .037; see Table 2)."

Discussion¶

Learner Variables¶

• Operations and Place Value — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Preschool counting skills and number knowledge directly predict formal arithmetic skills in primary school, together accounting for 40–46% of variance — related
• Expressive language in kindergarten explains 24% of the variance in kindergarten arithmetic controlling for number naming and procedural counting knowledge — related
• Number naming and number comparison are better predictors of kindergarten arithmetic than number line estimation — related