Symbolic Magnitude Understanding Predicts Preschoolers' Later Addition Skills

Autor/inn/en	Scalise, Nicole R.; Ramani, Geetha B.
Titel	Symbolic Magnitude Understanding Predicts Preschoolers' Later Addition Skills
Quelle	In: Journal of Cognition and Development, 22 (2021) 2, S.185-202 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scalise, Nicole R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2021.1888732
Schlagwörter	Predictor Variables; Symbols (Mathematics); Mathematics Skills; Mathematics Achievement; Number Concepts; Concept Formation; Addition; Executive Function; Preschool Children; Longitudinal Studies + Suchen Sie Ihr Suchwort? Prädiktor; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Number concept; Zahlbegriff; Concept learning; Begriffsbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Young children's symbolic magnitude understanding, or knowledge of how written numerals and number words can be ordered and compared, is thought to play an important role in their mathematical development. There is consistent evidence that symbolic magnitude skills predict mathematical achievement in later childhood and adulthood. Yet less is known about symbolic magnitude understanding before the start of formal schooling, a time when children are rapidly developing knowledge of small whole numbers. In this study, preschoolers (N = 140, Mean age = 4 years, 5 months) were assessed using measures of numerical skills (cardinality, symbolic magnitude, addition) and executive functioning (working memory, inhibitory control, attention shifting) in the winter and spring of the school year. Symbolic magnitude predicted later addition skills, fully mediating the relation between children's cardinality and addition skills. Moreover, children's domain-general executive functioning skills and domain-specific numeracy skills explained a similar amount of variability in children's later addition skills. Results highlight the role of symbolic magnitude in the development of children's understanding of mathematics. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01