Background Young children’s mathematics abilities may be divided between symbolic and non‐symbolic skills. Lower performance of SES disadvantaged versus advantaged children has already been established in symbolic math. Aim This study aimed to verify the effect of children’s SES category on non‐symbolic mathematical (numerical) performance. Sample The main sample comprises 4,955 children from the French longitudinal study, ELFE, tested when they were in the nursery school (4‐ to 5‐year‐olds)…. |