Approximate Number Sense, Symbolic Number Processing, or Number-Space Mappings: What Underlies Mathematics Achievement?

Autor/inn/en	Sasanguie, Delphine; Gobel, Silke M.; Moll, Kristina; Smets, Karolien; Reynvoet, Bert
Titel	Approximate Number Sense, Symbolic Number Processing, or Number-Space Mappings: What Underlies Mathematics Achievement?
Quelle	In: Journal of Experimental Child Psychology, 114 (2013) 3, S.418-431 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2012.10.012
Schlagwörter	Mathematics Achievement; Numbers; Symbols (Mathematics); Children; Cognitive Processes; Predictor Variables; Mathematics Tests; Achievement Tests + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Zahlenraum; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10