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ManyNumbers 3: A Multi-Lab Study of Demographic Correlates of Early Number Knowledge

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Title: ManyNumbers 3: A Multi-Lab Study of Demographic Correlates of Early Number Knowledge
Language: English
Authors: Yanfei Yu (ORCID 0009-0005-0251-7163), David Barner (ORCID 0009-0004-3439-3145), Miguel Mejia, Suji Jung, Urvi Maheshwari, Elizabeth A. Gunderson, Emily Fyfe, Leslie Amarachi Duru, Roberto A. Abreu-Mendoza, Isabelle Boni, Sara Cordes, Tania Dhaliwal, Lisa Feigenson, Anna Lu, Daniel C. Hyde, Véronique Izard, Melissa Kibbe, Rahma Mbarki, Melissa Libertus, Yesenia Arevalo-Jaimes, Jessica Sullivan, Zoey Fiber, Kristy vanMarle, Jennifer Asmuth, Daniel B. Berch, Grace Huang, Jamie Jirout, Natalie Hutchins, Karina Kling, Susan C. Levine, Ty W. Boyer, David Braithwaite, Elizabeth Brannon, Caitlin Brez, Krista Byers-Heinlein, Casey Lew-Williams, Kennedy Casey, Keting Chen, Ece Demir-Lira, Susan Wagner Cook, Pamela E. Davis-Kean, Mary DePascale, Allison Eisenberg, Jinjing Wang, Michelle A. Hurst, Amanda Martino, Roman Feiman, Molly Flaherty, Deborah Foucault, Joonkoo Park, Michael C. Frank, Josie Hartford, Margaret Friend, Steven Yu, Dominic J. Gibson, Mikka Hoffman, Morgan Harris, Stephanie E. Miller, Alycia M. Hund, Megan Lorenz, Amy Miyahara, Chineme Jane Otuonye, Michelle Luna, Nicole M. McNeil, Percival Matthews, Sangmi Park, Abenaa Yamoah, Nicholas Mattox, Shannon Pruden, Alexa Mogan, Bethany Rittle-Johnson, Camille Msall, Eric Wilkey, Lauren J. Myers, Bhuvana Narasimhan, John Opfer, Yujia Zhang, Geetha Ramani, Andy Ribner, Lindsey Richland, Ella Rose, Nicole R. Scalise, Anna Shusterman, Elizabeth Spelke, Jesse Snedeker, Yiqiao Wang, Firat Soylu, Aimee Stahl, Clarissa Thompson, Katharine Tillman, Jennifer Wagner, Joanna Weaver
Source: Developmental Science. 2026 29(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF), EDU Core Research (ECR)
Contract Number: 2201960
Document Type: Journal Articles
Reports - Research
Descriptors: Numbers, Mathematics Skills, Numeracy, Young Children, Socioeconomic Status, Race, Ethnicity, Computation, Short Term Memory, Child Care
DOI: 10.1111/desc.70184
ISSN: 1363-755X
1467-7687
Abstract: Large scale studies have documented socioeconomic (SES) and racial/ethnic disparities in children's standardized math achievement at kindergarten entry. These early math skills predict future mathematics achievement and career success. However, limited research has been conducted using large sample sizes to understand how SES and race/ethnicity are related to children's numerical skills at even younger ages. The current study aims to investigate sociodemographic variability in three fundamental areas of early numeracy: nonverbal numerosity discrimination, rote counting, and cardinal number word knowledge. In addition, we will examine if the relations between numerical skills might be explained by their shared correlations to sociodemographic factors and if differences in numerical skills between sociodemographic groups can be explained by variability in working memory. Finally, we also investigate whether childcare attendance moderates early sociodemographic differences in numerical abilities. To achieve these goals, data from children aged 2; 6-6; 0 will be gathered from ∼ 45 US sites, drawn from a larger multi-lab international project (ManyNumbers project). The findings of this research will enhance our understanding of early emerging variability in numerical skills and provide insights into developing responsive and inclusive educational practices that support diverse learning needs in the early years.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504681
Database: ERIC
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  Data: Large scale studies have documented socioeconomic (SES) and racial/ethnic disparities in children's standardized math achievement at kindergarten entry. These early math skills predict future mathematics achievement and career success. However, limited research has been conducted using large sample sizes to understand how SES and race/ethnicity are related to children's numerical skills at even younger ages. The current study aims to investigate sociodemographic variability in three fundamental areas of early numeracy: nonverbal numerosity discrimination, rote counting, and cardinal number word knowledge. In addition, we will examine if the relations between numerical skills might be explained by their shared correlations to sociodemographic factors and if differences in numerical skills between sociodemographic groups can be explained by variability in working memory. Finally, we also investigate whether childcare attendance moderates early sociodemographic differences in numerical abilities. To achieve these goals, data from children aged 2; 6-6; 0 will be gathered from ∼ 45 US sites, drawn from a larger multi-lab international project (ManyNumbers project). The findings of this research will enhance our understanding of early emerging variability in numerical skills and provide insights into developing responsive and inclusive educational practices that support diverse learning needs in the early years.
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    IsPartOfRelationships:
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          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1363-755X
            – Type: issn-electronic
              Value: 1467-7687
          Numbering:
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              Value: 29
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Developmental Science
              Type: main
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