Predicting individual differences in preschoolers’ numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities

•Age 4 patterning was a unique predictor of children’s geometry knowledge at age 5.•Age 4 approximate number system was a unique predictor of age 5 geometry knowledge.•Age 4 patterning was a unique predictor of age 5 numeracy.•Age 4 approximate number system did not relate to age 5 numeracy. Preschoolers’ mathematics knowledge develops early and varies substantially. The current study focused on two ontogenetically early emerging cognitive skills that may be important predictors of later math skills (i.e., geometry and numeracy): children’s understanding of abstract relations between objects and quantities as evidenced by their patterning skills and the approximate number system (ANS). Children’s patterning skills, the ANS, numeracy, geometry, nonverbal intelligence (IQ), and executive functioning (EF) skills were assessed at age 4 years, and their numeracy and geometry knowledge was assessed again a year later at age 5 (N = 113). Above and beyond children’s initial knowledge in numeracy and geometry, as well as IQ and EF, patterning skills and the ANS at age 4 uniquely predicted children’s geometry knowledge at age 5, but only age 4 patterning uniquely predicted age 5 numeracy. Thus, although patterning and the ANS are related, they differentially explain variation in later geometry and numeracy knowledge. Results are discussed in terms of implications for early mathematics theory and research.