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 childrencompared 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.
| Original language | English |
|---|---|
| Pages (from-to) | 418-431 |
| Number of pages | 14 |
| Journal | Journal of Experimental Child Psychology |
| Volume | 114 |
| Issue number | 3 |
| Early online date | 25 Dec 2012 |
| DOIs | |
| Publication status | Published - Mar 2013 |
Bibliographical note
Copyright © 2012 Elsevier Inc. All rights reserved.Keywords
- Mathematics achievement
- Number comparison
- Number line estimation
- Individual differences
- Number processing development
- Different math tests