I am presenting studies of preschool, elementary, and teenage children, as well of one of parents’ attitudes. In the first study, Mou, Zhang & Hyde (2022) published “Directionality in the Interrelations Between Approximate Number, Verbal Number, and Mathematics in Preschool-Aged Children” in Child Development. Here’s the abstract:

Hübner, Merrell, Cramman, Little, Bolden, & Nagengast (2022) published “Reading to Learn? The co-development of mathematics and reading during primary school” in Child Development. I like studies with huge samples and sophisticated statistical techniques. Here’s the abstract: