The Nonlinear Relations of the Approximate Number System and Mathematical Language to Early Mathematics Development

Autor/inn/en	Purpura, David J.; Logan, Jessica A. R.
Titel	The Nonlinear Relations of the Approximate Number System and Mathematical Language to Early Mathematics Development
Quelle	In: Developmental Psychology, 51 (2015) 12, S.1717-1724 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000055
Schlagwörter	Preschool Children; Child Development; Number Systems; Mathematics; Language; Academic Ability; Cognitive Ability; Regression (Statistics); Statistical Analysis; Predictor Variables; Mathematics Achievement; Numeracy; Vocabulary + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Number system; Zahlensystem; Mathematik; Languages; Sprache; Denkfähigkeit; Regression; Regressionsanalyse; Statistische Analyse; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rechenkompetenz; Wortschatz
Abstract	Both mathematical language and the approximate number system (ANS) have been identified as strong predictors of early mathematics performance. Yet, these relations may be different depending on a child's developmental level. The purpose of this study was to evaluate the relations between these domains across different levels of ability. Participants included 114 children who were assessed in the fall and spring of preschool on a battery of academic and cognitive tasks. Children were 3.12 to 5.26 years old (M = 4.18, SD = 0.58) and 53.6% were girls. Both mixed-effect and quantile regressions were conducted. The mixed-effect regressions indicated that mathematical language, but not the ANS, nor other cognitive domains, predicted mathematics performance. However, the quantile regression analyses revealed a more nuanced relation among domains. Specifically, it was found that mathematical language and the ANS predicted mathematical performance at different points on the ability continuum. These dual nonlinear relations indicate that different mechanisms may enhance mathematical acquisition dependent on children's developmental abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01