Examination of Early Mathematical Skills of Preschool Children with and without Risk of Dyscalculia
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| Title: | Examination of Early Mathematical Skills of Preschool Children with and without Risk of Dyscalculia |
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| Language: | English |
| Authors: | Yilmaz Mutlu (ORCID |
| Source: | European Journal of Psychology and Educational Research. 2025 8(4):245-261. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ejper.com; Web site: https://www.ejper.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Children, Arithmetic, Numeracy, Mathematics Skills, Learning Disabilities, Young Children, Preschool Education, Foreign Countries, Gender Differences, Mathematics Achievement, At Risk Students |
| Geographic Terms: | Turkey |
| ISSN: | 2589-949X |
| Abstract: | This study aimed to examine the relationships between preschool children's arithmetic performance and early numeracy skills and to identify children at risk of dyscalculia. A total of 102 children aged 60-72 months participated in the study. Participants were divided into four groups based on their arithmetic performances: High Achieving, Normal Achieving, Low Achieving, and Dyscalculia Risk. The Arithmetic Performance Test, Perceptual and Conceptual Subitizing Tests, Symbolic Number Comparison Test, and Panamath Test were used as data collection tools. Analyses revealed strong, significant relationships between arithmetic performance and conceptual subitizing and symbolic number comparison skills (r = 0.643 and r = 0.678, p < 0.01). However, scores on perceptual subitizing and Panamath tests were not sufficient to distinguish children at risk of dyscalculia from the low-achieving group. Particularly, there was no statistically significant difference between groups in Panamath test scores (F(3,98)=1.165, p = 0.327). These findings suggest that conceptual subitizing and symbolic number comparison tests are more effective in identifying children at risk of dyscalculia. These findings suggest that special attention should be paid to the sensitivity of measurement tools used for the early detection of dyscalculia risk. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493884 |
| Database: | ERIC |
| Abstract: | This study aimed to examine the relationships between preschool children's arithmetic performance and early numeracy skills and to identify children at risk of dyscalculia. A total of 102 children aged 60-72 months participated in the study. Participants were divided into four groups based on their arithmetic performances: High Achieving, Normal Achieving, Low Achieving, and Dyscalculia Risk. The Arithmetic Performance Test, Perceptual and Conceptual Subitizing Tests, Symbolic Number Comparison Test, and Panamath Test were used as data collection tools. Analyses revealed strong, significant relationships between arithmetic performance and conceptual subitizing and symbolic number comparison skills (r = 0.643 and r = 0.678, p < 0.01). However, scores on perceptual subitizing and Panamath tests were not sufficient to distinguish children at risk of dyscalculia from the low-achieving group. Particularly, there was no statistically significant difference between groups in Panamath test scores (F(3,98)=1.165, p = 0.327). These findings suggest that conceptual subitizing and symbolic number comparison tests are more effective in identifying children at risk of dyscalculia. These findings suggest that special attention should be paid to the sensitivity of measurement tools used for the early detection of dyscalculia risk. |
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| ISSN: | 2589-949X |
