Skip to main content
SpringerLink
Log in

Problem-Solving Skills, Memory Power, and Early Childhood Mathematics: Understanding the Significance of the Early Childhood Mathematics in an Individual’s Life

  • Published:
Journal of the Knowledge Economy Aims and scope Submit manuscript

Abstract

Early childhood mathematics is the process of teaching mathematics and learning mathematics in a playful manner to the interests and questions of children. Early childhood mathematics includes counting and the application of counting, which includes mathematical activities such as sorting, matching, and pattern recognition. Deeper understanding of basic math concepts that include number sense, shapes and spatial awareness, measurement, patterns, and basic operations such as addition and subtraction. This study aims to investigate the relationship between children’s mathematical knowledge and skills developed in early stages and their later achievements in mathematics. Research data were collected from 53 children’s parents and 36 experts through telephonic interview questionnaire methods. The data collected was analyzed using SPSS software. The validity and reliability of the variables in the questionnaire have been tested. The results of this study reveal a significant positive correlation between children’s early mathematical knowledge and skills and later achievement in mathematics. Specifically, children who demonstrated higher levels of mathematical competencies during their early years exhibited greater success in later academic performance in mathematics. Additionally, the study identified several factors that influence this relationship, including parental involvement, socioeconomic status, and quality of early mathematics instruction. The novelty of this study is highlighting the importance of early math development; it leads to an understanding of educational practices that improve children’s math learning and promote future success in math. Based on the study findings, it is suggested that educators and policymakers emphasize the importance of early mathematical education and provide targeted interventions and support to enhance children’s mathematical knowledge and skills during their formative years.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Availability of Data and Material

The data that support the findings of this study are available from the corresponding author upon reasonable request.

References

  • Agoestanto, A., & Kharis, M. (2018). March. Characteristic of critical and creative thinking of students of mathematics education study program. In Journal of Physics: Conference Series, 983(1), 012076. IOP Publishing.

  • Aunio, P. (2019). Early numeracy skills learning and learning difficulties—evidence-based assessment and interventions. In Cognitive foundations for improving mathematical learning 195–214. Academic Press.

  • Bang, H. J., Li, L., & Flynn, K. (2023). Efficacy of an adaptive game-based math learning app to support personalized learning and improve early elementary school students’ learning. Early Childhood Education Journal, 51(4), 717–732.

    Article  Google Scholar 

  • Björklund, C., van den Heuvel-Panhuizen, M., & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM, 52, 607–619.

    Article  Google Scholar 

  • Cevikbas, M., & Kaiser, G. (2023). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review. ZDM–Mathematics Education, 55(1), 177–191.

  • DiStefano, M., Retanal, F., Bureau, J. F., Hunt, T. E., Lafay, A., Osana, H. P., & Maloney, E. A. (2023). Relations between math achievement, math anxiety, and the quality of parent–child interactions while solving math problems. Education Sciences, 13(3), 307.

  • Dolapcioglu, S., & Doğanay, A. (2022). Development of critical thinking in mathematics classes via authentic learning: An action research. International Journal of Mathematical Education in Science and Technology, 53(6), 1363–1386.

    Article  Google Scholar 

  • Dowker, A., Cheriton, O., Horton, R., & Mark, W. (2019). Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics, 100, 211–230.

    Article  Google Scholar 

  • Ferres-Forga, N., Halberda, J., Batalla-Ferres, A., & Bonatti, L. L. (2022). Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits. Journal of Numerical Cognition, 8(1), 123–147.

    Article  Google Scholar 

  • Genc, M., & Erbas, A. K. (2019). Secondary mathematics teachers’ conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology, 7(3), 222–237.

    Google Scholar 

  • Goldsmith, J. S., & Kurpius, S. E. R. (2018). Fostering the academic success of their children: Voices of Mexican immigrant parents. The Journal of Educational Research, 111(5), 564–573.

    Article  Google Scholar 

  • Grimm, D., Bauer, J., Wise, P., Krüger, M., Simonsen, U., Wehland, M., Infanger, M., & Corydon, T. J. (2020), December. The role of SOX family members in solid tumours and metastasis. In Seminars in cancer biology, 67, 122–153. Academic Press.

  • Hasibuan, A. M., Saragih, S., & Amry, Z. (2019). Development of learning materials based on realistic mathematics education to improve problem solving ability and student learning independence. International Electronic Journal of Mathematics Education, 14(1), 243–252.

    Google Scholar 

  • Hassan, M. N., Abdullah, A. H., Ismail, N., Suhud, S. N. A., & Hamzah, M. H. (2019). Mathematics curriculum framework for early childhood education based on science, technology, engineering and mathematics (STEM). International Electronic Journal of Mathematics Education, 14(1), 15–31.

    Google Scholar 

  • Hu, B. Y., Wu, H., Curby, T. W., Wu, Z., & Zhang, X. (2018). Teacher–child interaction quality, attitudes toward reading, and literacy achievement of Chinese preschool children: Mediation and moderation analysis. Learning and Individual Differences, 68, 1–11.

    Article  Google Scholar 

  • Huang, M. C. L., Chou, C. Y., Wu, Y. T., Shih, J. L., Yeh, C. Y., Lao, A. C., Fong, H., Lin, Y. F., & Chan, T. W. (2020). Interest-driven video creation for learning mathematics. Journal of Computers in Education, 7, 395–433.

    Article  Google Scholar 

  • Huang, X., Zhang, J., & Hudson, L. (2019). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: The gender moderating effect. European Journal of Psychology of Education, 34, 621–640.

    Article  Google Scholar 

  • Lam, P. C. (2018). Bridging beliefs and practices: A study of Hong Kong kindergarten teachers' perceptions of “learning through play” and the implementation of “play” in their practices (Doctoral dissertation, Northeastern University).

  • Lange, A. A., Robertson, L., Tian, Q., Nivens, R., & Price, J. (2022). The effects of an early childhood-elementary teacher preparation program in STEM on pre-service teachers. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2197.

  • Lindmeier, A., Seemann, S., Kuratli-Geeler, S., Wullschleger, A., Dunekacke, S., Leuchter, M., Vogt, F., Opitz, E. M., & Heinze, A. (2020). Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development–an aspect of structural validity. Research in Mathematics Education, 22(2), 168–187.

    Article  Google Scholar 

  • Muller, C. (2018). Parent involvement and academic achievement: An analysis of family resources available to the child. In Parents, their children, and schools 77–114. Routledge.

  • Mulligan, J., Woolcott, G., Mitchelmore, M., Busatto, S., Lai, J., & Davis, B. (2020). Evaluating the impact of a spatial reasoning mathematics program (SRMP) intervention in the primary school. Mathematics Education Research Journal, 32, 285–305.

    Article  Google Scholar 

  • Parker, R., & Thomsen, B. S. (2019). Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom.

  • Passolunghi, M. C., De Vita, C., & Pellizzoni, S. (2020). Math anxiety and math achievement: The effects of emotional and math strategy training. Developmental Science, 23(6), e12964.

    Article  Google Scholar 

  • Pourdavood, R., McCarthy, K., & McCafferty, T. (2020). The impact of mental computation on children’s mathematical communication, problem solving, reasoning, and algebraic thinking. Athens Journal of Education, 7(3), 241–253.

    Article  Google Scholar 

  • Prabhakar, J., & Ghetti, S. (2020). Connecting the dots between past and future: Constraints in episodic future thinking in early childhood. Child Development, 91(2), e315–e330.

    Article  Google Scholar 

  • Raoelison, M., Boissin, E., Borst, G., & De Neys, W. (2021). From slow to fast logic: The development of logical intuitions. Thinking & Reasoning, 27(4), 599–622.

    Article  Google Scholar 

  • Rasheed, N. M., & Tashtoush, M. A. (2023). The impact of cognitive training program for children (CTPC) to development the mathematical conceptual and achievement. Journal of Higher Education Theory & Practice, 23(10).

  • Roberts, W. M., Newcombe, D. J., & Davids, K. (2019). Application of a constraints-led approach to pedagogy in schools: Embarking on a journey to nurture physical literacy in primary physical education. Physical Education and Sport Pedagogy, 24(2), 162–175.

    Article  Google Scholar 

  • Sa’diyah, K., Muchyidin, A., & Izzati, N. (2022). Application of collaborative teamwork learning model and guided note taking model and their influence on students’ ability to understand mathematical concepts. Journal of Mathematics Instruction, Social Research and Opinion, 1(1), 14–26.

    Article  Google Scholar 

  • Scammacca, N., Fall, A. M., Capin, P., Roberts, G., & Swanson, E. (2020). Examining factors affecting reading and math growth and achievement gaps in grades 1–5: A cohort-sequential longitudinal approach. Journal of Educational Psychology, 112(4), 718.

    Article  Google Scholar 

  • Schaaf, R. L., & Engel, K. (2018). Learning with digital games. Insights for Educators, pp.1–45.Schaaf, R.L. and Engel, K., 2018. Learning with digital games. Insights for Educators, 1–45.

  • Syafdaningsih, S., & Rukiyah, R. (2020). Educational game tools in early childhood mathematics learning.

  • Tashtoush, M. A., Wardat, Y., Aloufi, F., & Taani, O. (2022). The effect of a training program based on TIMSS to developing the levels of habits of mind and mathematical reasoning skills among pre-service mathematics teachers. EURASIA Journal of Mathematics, Science and Technology Education, 18(11), em2182.

  • Thai, K. P., Bang, H. J., & Li, L. (2022). Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial. Journal of Research on Educational Effectiveness, 15(1), 28–51.

    Article  Google Scholar 

  • Theiner, G. (2021). The extended mind: a chapter in the history of transhumanism. The mind-technology problem: Investigating minds, selves and 21st Century Artefacts, 275–321.

  • Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2020). Learning through play–pedagogy and learning outcomes in early childhood mathematics. In innovative approaches in early childhood mathematics, 127–141. Routledge.

  • Vrabec, A. N. (2021). Exploring the effects of an adaptive number eBook on parental attitudes toward mathematics (Doctoral dissertation, University of Dayton).

  • Wahyuningsih, S., Nurjanah, N. E., Rasmani, U. E. E., Hafidah, R., Pudyaningtyas, A. R., & Syamsuddin, M. M. (2020). STEAM learning in early childhood education: A literature review. International Journal of Pedagogy and Teacher Education, 4(1), 33–44.

    Article  Google Scholar 

  • Wati, T. P., Naimah, N., Karimullah, S. S., & Anggita, I. S. (2022). Consistency of Balinese family education in forming a love of culture from an early childhood. Devotion Journal of Community Service, 3(11), 1–126.

    Google Scholar 

  • Zanabazar, A., Deleg, A., & Ravdan, M. (2023). A study of factors causing math anxiety among undergraduate students. International Journal of Innovative Research and Scientific Studies, 6(3), 578–585.

    Article  Google Scholar 

  • Zippert, E. L., & Rittle-Johnson, B. (2020). The home math environment: More than numeracy. Early Childhood Research Quarterly, 50, 4–15.

    Article  Google Scholar 

  • Živković, M., Pellizzoni, S., Mammarella, I. C., & Passolunghi, M. C. (2023). The relationship between math anxiety and arithmetic reasoning: The mediating role of working memory and self-competence. Current Psychology, 42(17), 14506–14516.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Normal College, Jimei University, Fujian, China

    Wensheng Chen

Authors
  1. Wensheng Chen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Wensheng Chen.

Ethics declarations

Consent to Participate

Not applicable.

Consent for Publication

Not applicable.

Conflict of Interest

The author declare no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chen, W. Problem-Solving Skills, Memory Power, and Early Childhood Mathematics: Understanding the Significance of the Early Childhood Mathematics in an Individual’s Life. J Knowl Econ (2024). https://doi.org/10.1007/s13132-023-01557-6

Download citation

  • Received:

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s13132-023-01557-6

Keywords

Search

Navigation