The present study aimed to examine the relations of early numeracy activities and
skills to mathematics dispositions, engagement, and achievement among 26,859
fourth graders in the United Arab Emirates who took part in the sixth cycle of the
Trends in International Mathematics and Science Study (TIMSS) in 2015. The study also
explored the mediating efects of mathematics dispositions and engagement on the
relations between early numeracy activities and skills and mathematics achievement
among these fourth graders. Results of path analyses, after controlling for participants’
demographic and socioeconomic characteristics, indicated that early numeracy activities and skills were signifcantly and positively related to mathematics dispositions,
engagement, and achievement. Further, results of mediational analyses suggested that
confdence in mathematics had a signifcant mediating efect on the relations between
early numeracy activities and skills and mathematics achievement. The fndings of the
study highlight the crucial role that early numeracy activities and skills play in enhancing fourth graders’ mathematics dispositions, engagement, and achievement in the
United Arab Emirates
