Association between Basic Numerical Abilities and Mathematics Achievement

Autor/inn/en	Sasanguie, Delphine; De Smedt, Bert; Defever, Emmy; Reynvoet, Bert
Titel	Association between Basic Numerical Abilities and Mathematics Achievement
Quelle	In: British Journal of Developmental Psychology, 30 (2012) 2, S.344-357 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1111/j.2044-835X.2011.02048.x
Schlagwörter	Mathematics Achievement; Number Concepts; Grade 6; Cognitive Development; Numeracy; Basic Skills; Grade 1; Grade 2; Kindergarten; Elementary School Mathematics; Computation; Comparative Analysis; Stimuli; Symbols (Mathematics); Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Number concept; Zahlbegriff; School year 06; 6. Schuljahr; Schuljahr 06; Kognitive Entwicklung; Rechenkompetenz; Basic skill; Grundfertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elementare Mathematik; Schulmathematik; Anreizsystem; Ausland; Belgien
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10