# Informal Mathematical Thinking: Invariance of the Role of Domain-General and Domain-Specific Precursors in Spain and Chile

## TL;DR

This study explores how general and math-specific skills influence early math thinking in preschoolers from Spain and Chile.

## Contribution

The study shows that symbolic and non-symbolic comparison are consistently important for early math, while general skills vary by context.

## Key findings

- Symbolic and non-symbolic comparison consistently predict early math performance across both countries.
- Processing speed and vocabulary show context-specific effects depending on cultural and educational factors.
- The study confirms a common cognitive structure for early math skills but highlights cultural modulation of some factors.

## Abstract

This study examines how domain-general (processing speed and receptive vocabulary) and domain-specific (symbolic and non-symbolic comparison) cognitive skills contribute to early informal mathematical thinking in preschoolers. The aim was to assess the invariance of these predictive relationships across two sociocultural contexts: Chilean and Spanish samples. A total of 130 children participated, and structural equation modeling was used to estimate latent structures and test multigroup invariance. The results revealed a consistent latent structure across samples and a significant contribution of symbolic and non-symbolic comparison to early math performance, while processing speed and vocabulary showed context-specific variations. These findings indicate that although foundational mathematical competencies rely on common cognitive mechanisms, cultural and educational contexts modulate the strength of these associations. This study contributes to understanding the cognitive architecture underlying early numeracy and highlights the importance of culturally sensitive assessment and intervention strategies.