Number sense and working memory measures in first graders as predictors of math learning development.

It is still matter of debate the detection of the cognitive components that mainly contribute to the development of the mathematical capacities. It has been extensively demonstrated that working memory is a strong domain-general precursor, even if opposite views linger in relation to the recruitment of its different components. The role of the intelligence factor is controversial whereas the so called “number sense”, an important domain-specific aspect, partly coinciding with the number acuity, is less investigated. The identification of these factors is crucial because their early monitoring is fundamental in the identification of children who can develop a math learning disability. The present study has been so designed in order to clearly define which of these both domain-specific and domain-general precursors, measured in children at the entrance of their first year of school, better predict the acquisition of the mathematical abilities. Results showed that all these precursors contribute to the development of the early math competences, even if the effect due to the domain-general factors, such as working memory, seemed to be stronger.