Early place-value understanding as a precursor for later arithmetic performance—A longitudinal study on numerical development

It is assumed that basic numerical competencies are important building blocks for more complex arithmetic skills. The current study aimed at evaluating this interrelation in a longitudinal approach. It was investigated whether first graders’ performance in basic numerical tasks in general as well as specific processes involved (e.g., place-value understanding) reliably predicted performance in an addition task in third grade. The results indicated that early place-value understanding was a reliable predictor for specific aspects of arithmetic performance. Implications of the role of basic numerical competencies for the acquisition of complex arithmetic are discussed.

► Basic numerical representations are assumed to underlie numerical cognition. ► Place-value understanding is one of these basic representations. ► Place-value understanding in grade 1 predicted addition performance in grade 3. ► In particular so for specifically place-value relevant carry addition problems. ► Early place-value understanding as a precursor for arithmetic competencies.