The predictive power of planning and attention skills on mathematical ability in the preschool period

Abstract

This study examined the relationship between planning and attention skills and mathematical abilities in preschool children and then assessed the predictive power through regression analysis. In addition, the prediction power of children's planning and attention skills on mathematics ability was also investigated. The study, conducted using a relational survey model, consisted of 88 children aged between 60 and 72 months attending a preschool institution in Istanbul. The measurement tools used in the study were the "Cognitive Assessment System (CAS)" and the Test of Early Mathematics Ability (TEMA-3). The findings showed a moderate, positive, and significant relationship between early mathematical ability and planning skills (r = .60, p < .01). A lower yet still significant relationship was found between attention skills and early mathematical ability (r = .40, p < .01). According to multiple regression analysis results, planning and attention skills together accounted for 37% of the total variance in early mathematical ability (R² = .37, p < .001). Standardized regression coefficients indicated that planning skills (β = .68) were a significant predictor of early mathematical ability (t = 5.23, p < .001). However, attention skills (β = - .11) were not found to be a significant predictor (t = -0.83, p > .05). These results suggest that planning skills play a critical role in mathematical achievement during the preschool period. While a significant relationship was found between attention skills and mathematical ability, attention skills were not identified as a direct predictor of mathematical ability. This study highlights the importance of supporting planning skills in early childhood to enhance mathematical development.

Keywords

• Executive functions
• Mathematics
• Attention
• Planning
• Preschool

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