Mapping kindergartners’ number competence

Abstract

In this study the number competence of kindergartners was investigated. Based on a series of items involving counting, subitizing, additive reasoning and multiplicative reasoning we collected data from a sample of kindergartners in the Netherlands (N = 334) and Cyprus (N = 304). A confirmatory factor analysis showed that the four-factor structure fit to the empirical data from the Netherlands, and that the competence of the kindergartners in Cyprus reflected a two-factor structure including extended counting and additive reasoning. With respect to this latter, common number component, the Netherlands children outperformed those from Cyprus. In both countries the children who were in the second year of kindergarten did better than those who were in the first year. In the Netherlands, out of the four components, multiplicative reasoning was the most difficult, whereas in Cyprus additive reasoning was more difficult than extended counting.