Systematic Literature Study on Early Numeracy: Relations between Early Numeracy in Early childhood and Children's Mathematics

Wahyu Pratiwi, Martha Christianti, Nur Hayati

Abstract


Numeracy is one of the skills that must be possessed by early childhood. Numeracy skills are important to be stimulated as preparation for children to face everyday problems, especially those related to mathematics. The absence of a literacy and numeracy framework means that there are no boundaries or descriptions regarding the relationship between early numeracy and mathematics. The purpose of this study was to find and describe the relationship between early numeracy and mathematics in early childhood. This study used a systematic literature review approach with the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) procedure. The objects used in the study were journal articles that were indexed nationally and internationally. The results of the study were 284 articles, 198 of which entered the screening stage, 26 articles at the eligibility stage and 22 articles that met the inclusion criteria. The results of the analysis of 22 articles that had gone through the research procedure showed that numeracy skills had a positive correlation with mathematics. The relationship that occurs between the two, namely aspects and indicators in numeracy, can be a predictor of children's mathematical abilities and achievements in the future. Conducting an assessment of early numeracy skills can detect children who have potential difficulties in learning mathematics, so providing intervention to children is a form of support to prepare children to have mature numeracy skills and have good mathematical achievements.


Keywords


Early numeracy; Children’s mathematics; Early Childhood

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References


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DOI: https://doi.org/10.21107/pgpaudtrunojoyo.v12i1.29321

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