Is the order of learning numerals universal? Evidence from eight countries and six languages

AUTHOR (2018) proposed that numerical symbol identification may constitute a universally
predictive measure of early mathematical development. While a broad pathway to learning
number symbols is unsurprising, lack of systematic variation in acquisition order relative to factors
such as teaching, age, country, progression stage, is. This study evidences unidimensionality
of measurement of the order of ability clusters of numbers, showing that variations are minor
across eight countries and, importantly, six instructional languages. This invariance suggests
early symbol identification could represent a universal measurement which could a) instructionally
inform teaching and learning of classroom mathematics, b) work predictively as an educational
research tool and c) offer a foundation for valid international comparisons of the mathematical
development of children. Tentatively, this study suggests numerical symbol identification
may be a universal measure to assess mathematical cognition in early years education that
is unaffected by language of instruction, gender, time of assessment and country.