Children’s Intuitive Geometry and Its Role in the Mathematics Pathways Model

This dataset accompanies the manuscript “Developmental Trajectories of Intuitive Geometry and Its Role within the Mathematics Pathways Model.” The data were collected from 154 primary school students in Grades 1–4 as part of a two-wave longitudinal study investigating the contributions of intuitive geometry to mathematical competence. At Wave 1, participants completed assessments of: (a) domain-general executive functions (inhibitory control, working memory, cognitive flexibility); (b) domain-specific number sense (symbolic and non-symbolic estimation); and (c) intuitive geometry tasks assessing both core (culture-independent) and culturally mediated principles, adapted from Dehaene et al. (2006). At Wave 2 (six months later), participants completed assessments of higher-order mathematical abilities, including: (d) geometric declarative knowledge, (e) geometric problem solving, and (f) mathematical problem solving. The dataset includes raw scores, scale reliability indices (where applicable), and demographic information (grade and gender). All data are fully anonymized and comply with ethical guidelines for research involving minors.