Longitudinal association between non-symbolic numerical representation and emerging math competence: The dynamic mediation effect from cardinal knowledge to ordinal skills

Liang, Yuan; Zhang, Lijin; Duan, Xu; Wu, Guoqiang; Yan, Hao

doi:10.1016/j.cogdev.2023.101339

Cited by 3 publications

(1 citation statement)

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“…Symbolic magnitude skills (as measured by number comparison tasks), as well as number line estimation, have also been shown in meta-analytic studies to predict mathematical performance at the age of six and above (Schneider et al 2017(Schneider et al , 2018. Symbolic ordering skills are also predictive of mathematical performance in both cross-sectional (e.g., Attout and Majerus 2018;Lyons and Ansari 2015;Lyons et al 2014;Sasanguie and Vos 2018; but see Vogel et al 2015) and longitudinal studies (Liang et al 2023;Malone et al 2021;O'Connor et al 2018). Recent research has demonstrated that non-numerical ordering skills (measured by an everyday ordering questionnaire and a temporal ordering task) measured at age 4-5 are longitudinally predictive of children's mathematical performance one year later (O'Connor et al 2018).…”

Section: The Aims Of the Current Studymentioning

confidence: 95%

Basic Symbolic Number Skills, but Not Formal Mathematics Performance, Longitudinally Predict Mathematics Anxiety in the First Years of Primary School

O’Connor,

Morsanyi,

McCormack

2023

J. Intell.

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Mathematical anxiety (MA) and mathematics performance typically correlate negatively in studies of adolescents and adults, but not always amongst young children, with some theorists questioning the relevance of MA to mathematics performance in this age group. Evidence is also limited in relation to the developmental origins of MA and whether MA in young children can be linked to their earlier mathematics performance. To address these questions, the current study investigated whether basic and formal mathematics skills around 4 and 5 years of age were predictive of MA around the age of 7–8. Additionally, we also examined the cross-sectional relationships between MA and mathematics performance in 7–8-year-old children. Specifically, children in our study were assessed in their first (T1; aged 4–5), second (T2; aged 5–6), and fourth years of school (T3; aged 7–8). At T1 and T2, children completed measures of basic numerical skills, IQ, and working memory, as well as curriculum-based mathematics tests. At T3, children completed two self-reported MA questionnaires, together with a curriculum-based mathematics test. The results showed that MA could be reliably measured in a sample of 7–8-year-olds and demonstrated the typical negative correlation between MA and mathematical performance (although the strength of this relationship was dependent on the specific content domain). Importantly, although early formal mathematical skills were unrelated to later MA, there was evidence of a longitudinal relationship between basic early symbolic number skills and later MA, supporting the idea that poorer basic numerical skills relate to the development of MA.

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Section: The Aims Of the Current Studymentioning

confidence: 95%

Basic Symbolic Number Skills, but Not Formal Mathematics Performance, Longitudinally Predict Mathematics Anxiety in the First Years of Primary School

O’Connor,

Morsanyi,

McCormack

2023

J. Intell.

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Spontaneous focusing on numerical order and numerical skills of 3- to 4-year-old children

Harju,

Van Hoof,

Nanu

et al. 2024

Educ Stud Math

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Recent studies have highlighted the importance of ordinality skills in early numerical development. Here, we investigate individual differences in ordering sets of items and suggest that children might also differ in their tendency to spontaneously recognize and use numerical order in everyday situations. This study investigated the individual differences in 3- to 4-year-old children’s tendency to spontaneously focus on numerical order (SFONO), and their association with early numerical skills. One hundred fifty children were presented with three SFONO tasks designed as play-like activities, where numerical order was one aspect that could be focused on. In addition, the children were administered tasks addressing spontaneous focusing on numerosity (SFON), numerical ordering, cardinality recognition, and number sequence production. Our results showed that children had substantial individual differences in all measures, including SFONO tendency. Children’s SFONO tendency was associated with their early numerical skills. To further investigate the association between SFONO tendency and numerical ordering skills, a hierarchical regression was conducted for a group of children who could successfully order sets from one to three at a minimum and were regarded as likely having the requisite skills to spontaneously focus on numerical order. The findings reveal that SFONO tendency had a unique contribution to children’s numerical ordering skills, even after controlling for age, cardinality recognition, and number sequence production. The results suggest that SFONO tendency potentially plays a relevant role in children’s numerical development.

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The relationship between approximate number system and mathematical achievement in 5–6 years children: a parallel mediation analysis

Hua,

Zhang

2024

Early Child Development and Care

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Longitudinal association between non-symbolic numerical representation and emerging math competence: The dynamic mediation effect from cardinal knowledge to ordinal skills

Cited by 3 publications

References 64 publications

Basic Symbolic Number Skills, but Not Formal Mathematics Performance, Longitudinally Predict Mathematics Anxiety in the First Years of Primary School

Basic Symbolic Number Skills, but Not Formal Mathematics Performance, Longitudinally Predict Mathematics Anxiety in the First Years of Primary School

Spontaneous focusing on numerical order and numerical skills of 3- to 4-year-old children

The relationship between approximate number system and mathematical achievement in 5–6 years children: a parallel mediation analysis

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