Journal article
ManyNumbers 3: A Multi-Lab Study of Demographic Correlates of Early Number Knowledge
Developmental science, Vol.29(3), e70184
05/2026
DOI: 10.1111/desc.70184
PMID: 42003663
Abstract
Large scale studies have documented socioeconomic (SES) and racial/ethnic disparities in children's standardized math achievement at kindergarten entry. These early math skills predict future mathematics achievement and career success. However, limited research has been conducted using large sample sizes to understand how SES and race/ethnicity are related to children's numerical skills at even younger ages. The current study aims to investigate sociodemographic variability in three fundamental areas of early numeracy: nonverbal numerosity discrimination, rote counting, and cardinal number word knowledge. In addition, we will examine if the relations between numerical skills might be explained by their shared correlations to sociodemographic factors and if differences in numerical skills between sociodemographic groups can be explained by variability in working memory. Finally, we also investigate whether childcare attendance moderates early sociodemographic differences in numerical abilities. To achieve these goals, data from children aged 2; 6-6; 0 will be gathered from ∼ 45 US sites, drawn from a larger multi-lab international project (ManyNumbers project). The findings of this research will enhance our understanding of early emerging variability in numerical skills and provide insights into developing responsive and inclusive educational practices that support diverse learning needs in the early years. SUMMARY: Early mathematical skills are crucial for long-term academic and career achievement. SES and race/ethnicity-related disparities in math achievement emerge as early as preschool. Most studies use standardized math assessments that combine different numerical skills to assess achievement gaps, leaving uncertain which specific skills vary with demographic variables. We explore disparities in developmentally significant numerical skills and their relation to demographic variables. We also report relations between WM, childcare attendance and numerical skills. Data from approximately N = 1080 children aged 2;6-6;0 will be collected from ∼ 45 US labs, including demographic information and numeracy measures.
Details
- Title: Subtitle
- ManyNumbers 3: A Multi-Lab Study of Demographic Correlates of Early Number Knowledge
- Creators
- Yanfei Yu - University of California San DiegoDavid Barner - University of California San DiegoMiguel Mejia - University of California San DiegoSuji Jung - University of California San DiegoUrvi Maheshwari - University of California San DiegoElizabeth A Gunderson - Indiana University BloomingtonEmily Fyfe - Indiana University BloomingtonLeslie Amarachi Duru - Indiana University BloomingtonRoberto A Abreu-Mendoza - Indiana University BloomingtonIsabelle Boni - Boston CollegeSara Cordes - Boston CollegeTania Dhaliwal - University of ChicagoLisa Feigenson - Johns Hopkins UniversityAnna Lu - University of Illinois Urbana-ChampaignDaniel C Hyde - University of Illinois Urbana-ChampaignVéronique Izard - Centre National de la Recherche ScientifiqueMelissa Kibbe - Boston UniversityRahma Mbarki - Boston UniversityMelissa Libertus - University of PittsburghYesenia Arevalo-Jaimes - University of PittsburghJessica Sullivan - Skidmore CollegeZoey Fiber - Skidmore CollegeKristy vanMarle - University of ArizonaJennifer Asmuth - Susquehanna UniversityDaniel B Berch - University of VirginiaGrace Huang - University of ChicagoJamie Jirout - University of VirginiaNatalie Hutchins - University of VirginiaKarina Kling - University of ChicagoSusan C Levine - University of ChicagoTy W Boyer - Georgia Southern UniversityDavid Braithwaite - Florida State UniversityElizabeth Brannon - University of PennsylvaniaCaitlin Brez - University of North Carolina at AshevilleKrista Byers-Heinlein - Concordia UniversityCasey Lew-Williams - Princeton UniversityKennedy Casey - Princeton UniversityKeting Chen - California State University, San BernardinoEce Demir-Lira - University of Iowa, Iowa Neuroscience InstituteSusan Wagner Cook - University of IowaPamela E Davis-Kean - University of MichiganMary DePascale - University at Albany, State University of New YorkAllison Eisenberg - Rutgers, The State University of New JerseyJinjing Jenny Wang - Rutgers, The State University of New JerseyMichelle A Hurst - Rutgers, The State University of New JerseyAmanda Martino - Brown UniversityRoman Feiman - Brown UniversityMolly Flaherty - Davidson CollegeDeborah Foucault - Amherst CollegeJoonkoo Park - Amherst CollegeMichael C Frank - Stanford UniversityJosie Hartford - San Diego State UniversityMargaret Friend - San Diego State UniversitySteven Yu - San Diego State UniversityDominic J Gibson - Energy Concepts (United States)Mikka Hoffman - Energy Concepts (United States)Morgan Harris - University of MississippiStephanie E Miller - University of MississippiAlycia M Hund - Illinois State UniversityMegan Lorenz - Augustana CollegeAmy Miyahara - University of Notre DameChineme Jane Otuonye - University of Notre DameMichelle Luna - University of Notre DameNicole M McNeil - University of Notre DamePercival Matthews - University of Wisconsin–MadisonSangmi Park - University of Wisconsin–MadisonAbenaa Yamoah - Florida International UniversityNicholas Mattox - Florida International UniversityShannon Pruden - Florida International UniversityAlexa Mogan - Vanderbilt UniversityBethany Rittle-Johnson - Vanderbilt UniversityCamille Msall - Vanderbilt UniversityEric Wilkey - Vanderbilt UniversityLauren J Myers - Lafayette CollegeBhuvana Narasimhan - University of Colorado BoulderJohn Opfer - The Ohio State UniversityYujia Zhang - The Ohio State UniversityGeetha Ramani - University of Maryland, College ParkAndy Ribner - Chatham UniversityLindsey Richland - University of California, IrvineElla Rose - University of California, IrvineNicole R Scalise - Washington State UniversityAnna Shusterman - Wesleyan UniversityElizabeth Spelke - Harvard University PressJesse Snedeker - Harvard University PressYiqiao Wang - Harvard University PressFirat Soylu - University of AlabamaAimee Stahl - College of New JerseyClarissa Thompson - Kent State UniversityKatharine Tillman - The University of Texas at AustinJennifer Wagner - The Graduate Center, CUNYJoanna Weaver - Northeastern University
- Resource Type
- Journal article
- Publication Details
- Developmental science, Vol.29(3), e70184
- DOI
- 10.1111/desc.70184
- PMID
- 42003663
- ISSN
- 1467-7687
- eISSN
- 1467-7687
- Publisher
- Wiley
- Grant note
- 2201960 / NSF ECR-EDU Core Research Award
- Language
- English
- Date published
- 05/2026
- Academic Unit
- Stead Family Department of Pediatrics; Psychological and Brain Sciences; Iowa Neuroscience Institute; Center for Social Science Innovation; Psychological and Quantitative Foundations
- Record Identifier
- 9985155243602771