Mehr als numerische Basiskompetenzen?: Zur Dimensionalität und Struktur mathematischer Kompetenz von Kindergartenkindern

This article addresses core issues of the mathematical competence of kindergarten children and analyzes both dimensionality and the differentiation from working memory performance. Mathematical competence is assessed with the Kieler Kindergartentest (KiKi) and working memory is assessed with subscales of the K-ABC. The sample consists of approximately 200 children, with an average age of four years. Results show that mathematical content areas other than sets, numbers and operations, which are the main focus of available tests, can already be measured in kindergarten. Here, the areas change and relationships as well as space and shape can be distinguished from sets, numbers and operations. Additionally, all three subdimensions can be empirically differentiated from working memory.