Mathematical Thinking as a Predicting Factor in Academic Success

The objective of this research paper is to examine how the development of formal and informal mathematical thinking skills predicts scholastic success. The variables included early mathematical knowledge, such as informal numeration, informal numerical comparison, informal numerical calculation, informal concepts, formal number reading and writing, formal concepts and variables in formal addition and subtraction tables, and formal numerical calculation, as measured through Ginsburg & Baroody's (2003) TEMA-3,Test on Early Mathematics Ability. In this study, a one-year, two-year longitudinal study involved 67 children aged four (4) to five (5) years of age, who were enrolled in the transition grade from three schools of low socioeconomic strata in Colombia. Scholastic success was evaluated using the scores teachers gave students in the cognitive aspect, which included the subject of prereading and mathematics. It was observed that only in the first take, did early mathematical knowledge predict scholastic success. The findings of this research have important educational implications, taking into account mathematical thinking, as the main, decisive component in academic performance and in everyday life.