Numerical Predictors of Arithmetic Success in Grades 1-6

Autor/inn/en	Lyons, Ian M.; Price, Gavin R.; Vaessen, Anniek; Blomert, Leo; Ansari, Daniel
Titel	Numerical Predictors of Arithmetic Success in Grades 1-6
Quelle	In: Developmental Science, 17 (2014) 5, S.714-726 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.12152
Schlagwörter	Predictor Variables; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Age Differences; Numbers; Symbols (Mathematics); Arithmetic; Mathematics Skills; Mathematical Concepts; Number Concepts + Suchen Sie Ihr Suchwort? Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Age; Difference; Age difference; Altersunterschied; Zahlenraum; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Number concept; Zahlbegriff
Abstract	Math relies on mastery and integration of a wide range of simpler numerical processes and concepts. Recent work has identified several numerical competencies that predict variation in math ability. We examined the unique relations between eight basic numerical skills and early arithmetic ability in a large sample (N = 1391) of children across grades 1-6. In grades 1-2, children's ability to judge the relative magnitude of numerical symbols was most predictive of early arithmetic skills. The unique contribution of children's ability to assess ordinality in numerical symbols steadily increased across grades, overtaking all other predictors by grade 6. We found no evidence that children's ability to judge the relative magnitude of approximate, nonsymbolic numbers was uniquely predictive of arithmetic ability at any grade. Overall, symbolic number processing was more predictive of arithmetic ability than nonsymbolic number processing, though the relative importance of symbolic number ability appears to shift from cardinal to ordinal processing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10