De Relatie tussen de Thuistaal en Voorbereidende Rekenvaardigheid.
Dalfsen, Z.S. van
Herk, S.N. van
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Numeracy skills in early childhood are found to be predictors of complex mathematical skills. Complex mathematical skills are important in various aspects of life, for example job opportunities and social life. Therefore, noticing and acting upon problems with early numeracy may prevent bigger problems in the future. Language is found to be related to the development of mathematical skills in early childhood. Current research examines the possible relation between at home language and early mathematical skills of primary school children in The Netherlands. A comparison is made between children who speak Dutch at home, and children who do not speak Dutch at home. The overall early mathematical skills, as well as the four components of early numeracy skills (Piagetian reasoning, Counting skills, Estimating and Measuring), will be analyzed. The growth of early numeracy skills is also analyzed. Furthermore, the possible relation between gender on early mathematical skills will be explored. Data was conducted from the UGT-3 test results of 547 children (N = 521 for Dutch home language and N = 26 for non-Dutch home language) and questionnaires filled out by the children’s caregivers. Data analysis shows that there is no difference between children with a Dutch or non-Dutch home language in the overall early mathematical skills or regarding the four components of early numeracy skills. It also shows a similar growth of early numeracy skills for children with a Dutch and non-Dutch home language throughout grade 1, grade 2 and grade 3. Furthermore, no relation with gender was found. In conclusion the results of this research show no relation between at home language and early mathematical skills.