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ERIC Number: EJ1007142
Record Type: Journal
Publication Date: 2013-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0965
Approximate Number Sense, Symbolic Number Processing, or Number-Space Mappings: What Underlies Mathematics Achievement?
Sasanguie, Delphine; Gobel, Silke M.; Moll, Kristina; Smets, Karolien; Reynvoet, Bert
Journal of Experimental Child Psychology, v114 n3 p418-431 Mar 2013
In this study, the performance of typically developing 6- to 8-year-old children on an approximate number discrimination task, a symbolic comparison task, and a symbolic and nonsymbolic number line estimation task was examined. For the first time, children's performances on these basic cognitive number processing tasks were explicitly contrasted to investigate which of them is the best predictor of their future mathematical abilities. Math achievement was measured with a timed arithmetic test and with a general curriculum-based math test to address the additional question of whether the predictive association between the basic numerical abilities and mathematics achievement is dependent on which math test is used. Results revealed that performance on both mathematics achievement tests was best predicted by how well children compared digits. In addition, an association between performance on the symbolic number line estimation task and math achievement scores for the general curriculum-based math test measuring a broader spectrum of skills was found. Together, these results emphasize the importance of learning experiences with symbols for later math abilities. (Contains 1 figure and 5 tables.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A