Early mathematics learning: multifactorial nature of early mathematics skills, effectiveness of educational interventions and challenges with measurements

Abstract

Research on early mathematics has been increasing over the past 20 years, but results are often fragmented. There are three suggestions we make on how to increase the quality of research and knowledge in the field of early mathematics. First, researchers should study early mathematics as a multifactorial construct, since it allows us to better understand the relationships between the set of skills during learning. It is beneficial to study multifactorial early mathematics learning using a holistic approach by taking account of the various individual cognitive factors (e.g., executive functions, language) and aspects of the learning environment (e.g., parental- and educator-related factors). Secondly, intervention research should deliver evidence of efficacy at various levels, and subsequent implementation of interventions should be monitored carefully to increase the impact. Thirdly, related to early mathematics measurement used in research and education practice, researchers should be clear about which early mathematics skills are in focus and provide relevant reliability and validity evidence.