Number Sense and Mathematics: Which, When and How?

Autor/inn/en	Tosto, Maria G.; Petrill, Stephen A.; Malykh, Sergey; Malki, Karim; Haworth, Claire M. A.; Mazzocco, Michele M. M.; Thompson, Lee; Opfer, John; Bogdanova, Olga Y.; Kovas, Yulia
Titel	Number Sense and Mathematics: Which, When and How?
Quelle	In: Developmental Psychology, 53 (2017) 10, S.1924-1939 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000331
Schlagwörter	Numeracy; Mathematics Skills; Adolescents; Computation; Cognitive Ability; Mathematics Achievement; Developmental Stages; Correlation; Longitudinal Studies; Twins; Foreign Countries; Secondary School Students; Intelligence Tests; Language Tests; Language Skills; Mathematics Tests; Reading Skills; Achievement Tests; Age Differences; Cognitive Tests; Statistical Analysis; United Kingdom (England); United Kingdom (Wales); Raven Progressive Matrices; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Denkfähigkeit; Mathmatics sikills; Mathematical ability; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Twin; Zwilling; Ausland; Sekundarschüler; Intelligence test; Intelligenztest; Language test; Sprachtest; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Age; Difference; Age difference; Altersunterschied; Kognitiver Fähigkeitstest; Statistische Analyse
Abstract	Individual differences in number sense correlate with mathematical ability and performance, although the presence and strength of this relationship differs across studies. Inconsistencies in the literature may stem from heterogeneity of number sense and mathematical ability constructs. Sample characteristics may also play a role as changes in the relationship between number sense and mathematics may differ across development and cultural contexts. In this study, 4,984 16-year-old students were assessed on estimation ability, one aspect of number sense. Estimation was measured using 2 different tasks: number line and dot-comparison. Using cognitive and achievement data previously collected from these students at ages 7, 9, 10, 12, and 14, the study explored for "which" of the measures and "when" in development these links are observed, and "how" strong these links are and how much these links are moderated by other cognitive abilities. The 2 number sense measures correlated modestly with each other (r = .22), but moderately with mathematics at age 16. Both measures were also associated with earlier mathematics; but this association was uneven across development and was moderated by other cognitive abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01