NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ989461
Record Type: Journal
Publication Date: 2012-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0261-510X
Association between Basic Numerical Abilities and Mathematics Achievement
Sasanguie, Delphine; De Smedt, Bert; Defever, Emmy; Reynvoet, Bert
British Journal of Developmental Psychology, v30 n2 p344-357 Jun 2012
Various measures have been used to investigate number processing in children, including a number comparison or a number line estimation task. The present study aimed to examine whether and to which extent these different measures of number representation are related to performance on a curriculum-based standardized mathematics achievement test in kindergarteners, first, second, and sixth graders. Children completed a number comparison task and a number line estimation task with a balanced set of symbolic (Arabic digits) and non-symbolic (dot patterns) stimuli. Associations with mathematics achievement were observed for the symbolic measures. Although the association with number line estimation was consistent over grades, the association with number comparison was much stronger in kindergarten compared to the other grades. The current data indicate that a good knowledge of the numerical meaning of Arabic digits is important for children's mathematical development and that particularly the access to the numerical meaning of symbolic digits rather than the representation of number "per se" is important. (Contains 4 tables and 1 footnote.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium