Work

Informal Mathematical Thinking: Invariance of the Role of Domain-General and Domain-Specific Precursors in Spain and Chile

Year: 2025

Type: article

Abstract: This study examines how domain-general (processing speed and receptive vocabulary) and domain-specific (symbolic and non-symbolic comparison) cognitive skills contribute to early informal mathematical thinking in preschoolers. The aim was to assess the invariance of these predictive relationships across two sociocultural contexts: Chilean and Spanish samples. A total of 130 children participated, and structural equation modeling was used to estimate latent structures and test multigroup invariance. The results revealed a consistent latent structure across samples and a significant contribution of symbolic and non-symbolic comparison to early math performance, while processing speed and vocabulary showed context-specific variations. These findings indicate that although foundational mathematical competencies rely on common cognitive mechanisms, cultural and educational contexts modulate the strength of these associations. This study contributes to understanding the cognitive architecture underlying early numeracy and highlights the importance of culturally sensitive assessment and intervention strategies.

Source: Journal of Intelligence

DOI: 10.3390/jintelligence13100128

Authors: Gamal Cerda, Carlos Pérez, Eugenio Chandía, Estíbaliz Aragón, José I. Navarro

Institutions: University of Concepción, Universidad de Cádiz

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $3,137