Early place-value understanding as a precursor for later arithmetic performance—A longitudinal study on numerical development

► Basic numerical representations are assumed to underlie numerical cognition. ► Place-value understanding is one of these basic representations. ► Place-value understanding in grade 1 predicted addition performance in grade 3. ► In particular so for specifically place-value relevant carry addition problems. ► Early place-value understanding as a precursor for arithmetic competencies. It is assumed that basic numerical competencies are important building blocks for more complex arithmetic skills. The current study aimed at evaluating this interrelation in a longitudinal approach. It was investigated whether first graders’ performance in basic numerical tasks in general as well as specific processes involved (e.g., place-value understanding) reliably predicted performance in an addition task in third grade. The results indicated that early place-value understanding was a reliable predictor for specific aspects of arithmetic performance. Implications of the role of basic numerical competencies for the acquisition of complex arithmetic are discussed.