Relation between general vocabulary knowledge and early numeracy competence: The mediating role of mathematical language

Jana Chi-San Ho; Sum Kwing Cheung; Catherine McBride; David J Purpura; Melody Chi Ying Ng; Audrey Pui Lam Ho

doi:10.1016/j.jecp.2024.106145

Relation between general vocabulary knowledge and early numeracy competence: The mediating role of mathematical language

J Exp Child Psychol. 2024 Dec 13:252:106145. doi: 10.1016/j.jecp.2024.106145. Online ahead of print.

Authors

Jana Chi-San Ho¹, Sum Kwing Cheung², Catherine McBride³, David J Purpura⁴, Melody Chi Ying Ng⁵, Audrey Pui Lam Ho⁶

Affiliations

¹ School of Education, The University of Saint Joseph (Macao), Macau.
² Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China. Electronic address: sskcheung@eduhk.hk.
³ Department of Human Development and Family Science, Purdue University, USA; Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China.
⁴ Department of Human Development and Family Science, Purdue University, USA.
⁵ Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China.
⁶ Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China.

PMID: 39673823
DOI: 10.1016/j.jecp.2024.106145

Abstract

Early language skills are considered important precursors of early mathematical development. Prior research extensively explored the association between vocabulary and early numeracy. However, few studies have delved into the specific impact of mathematical language on this association. This study investigated the extent to which mathematical language mediates the relation between general vocabulary knowledge and early numeracy competence. A total of 180 Hong Kong kindergarteners (mean age = 4.66 years, SD = 0.63) were individually tested on their Chinese general vocabulary knowledge, mathematical language, and early numeracy competence online. Path analysis showed that when children's age and family income were statistically controlled, general vocabulary knowledge had a direct positive association with early numeracy competence as well as an indirect link through mathematical language. The findings highlighted the pivotal role of mathematical vocabulary in the learning of mathematics in early childhood. Future directions for examining the role of mathematical language in early numeracy development across different languages are further discussed.

Keywords: Chinese; Early numeracy competence; General vocabulary knowledge; Kindergarteners; Mathematical language; Young children.