What are the cognitive pillars of mathematical skills in young children?

Early mathematical skills play a key role in academic and personal development. A recent analysis reveals that these abilities rely on two types of cognitive processes: executive functions and specific numerical skills. Executive functions, such as working memory and short-term memory, enable children to retain and manipulate essential information for problem-solving. These general capacities support the learning of mathematical concepts by helping to organize and process numerical data.

Among the specific numerical skills, the comparison of symbolic quantities and estimation on the mental number line stand out. Symbolic comparison involves recognizing and comparing Arabic numerals, a skill that reflects mastery of the formal number system. Estimation on the number line, on the other hand, involves placing numbers on an imaginary line, which strengthens the understanding of relationships between quantities and the order of numbers. These two skills are closely linked to early mathematical performance.

The study also shows that age naturally influences these abilities, highlighting the importance of cognitive maturation. Older children in the sample generally showed better performance, confirming the role of natural development.

The findings shed light on a key mechanism: executive functions, particularly verbal working memory, facilitate the acquisition of symbolic numerical skills. In other words, the ability to retain and manipulate verbal information helps children better understand and use numbers. Furthermore, estimation on the number line acts as a bridge between visuospatial skills and mathematical performance. Children who can visualize and organize numbers in space develop a better understanding of mathematical concepts.

These discoveries suggest that to promote the learning of mathematics in young children, it is essential to stimulate both executive functions and specific numerical skills. Integrating activities that strengthen working memory, number comparison, and spatial estimation could thus significantly improve mathematical outcomes from early childhood.

Bibliography

Report Source

DOI: https://doi.org/10.1007/s10212-026-01097-y

Title: Cognitive precursors of early mathematical competence in preschoolers: evidence from a multivariate model

Journal: European Journal of Psychology of Education

Publisher: Springer Science and Business Media LLC

Authors: Carlos Mera; Malena Manchado; Estívaliz Aragón; María del Carmen Canto; Lydia Mateo; Manuel García-Sedeño