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ERIC Number: EJ1007956
Record Type: Journal
Publication Date: 2013-May
Pages: 12
Abstractor: As Provided
Reference Count: 94
ISSN: ISSN-0022-0663
The Transition from Informal to Formal Mathematical Knowledge: Mediation by Numeral Knowledge
Purpura, David J.; Baroody, Arthur J.; Lonigan, Christopher J.
Journal of Educational Psychology, v105 n2 p453-464 May 2013
The purpose of the present study was to determine if numeral knowledge--the ability to identify Arabic numerals and connect Arabic numerals to their respective quantities--mediates the relation between informal and formal mathematical knowledge. A total of 206 3- to 5-year-old preschool children were assessed on 6 informal mathematics tasks and 2 numeral knowledge tasks. A year later, these children were assessed on 2 measures of formal mathematical knowledge, namely, the Woodcock-Johnson III Calculation Subtest and a formal number combinations task. Mediation analyses revealed that the relation between informal and formal mathematical knowledge is fully mediated by numeral knowledge, but only when both the skill of numeral identification and an understanding of numeral to quantity relations are considered. (Contains 4 tables, 2 figures and 1 footnote.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
IES Funded: Yes
Grant or Contract Numbers: R305A080479
IES Cited: ED544376