Relations of different types of numerical magnitude representations to each other and to mathematics achievement

Fazio, Lisa K.; Bailey, Drew H.; Thompson, Clarissa A.; Siegler, Robert S.

doi:10.1016/j.jecp.2014.01.013

Cited by 419 publications

(423 citation statements)

References 60 publications

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“…With the exception of a small subset of our analyses (ANS acuity in Year 0 and Linear r 2 in Years 2 and 3), we found little evidence that our ANS and estimation measures uniquely predicted math outcomes when controlling for other cognitive abilities. This finding supports the conclusion that the relation between ANS acuity and symbolic math performance is often weakest in the early elementary school years (Fazio et al, 2014), and with work showing that this relationship may be mediated by other, non-ANS-related, factors (e.g., Gilmore et al, 2013;Göbel et al, 2014;Holloway & Ansari, 2009). …”

Section: Discussionsupporting

confidence: 86%

Intensive math training does not affect approximate number acuity: Evidence from a three-year longitudinal curriculum intervention

Sullivan

Frank

Barner³

2016

J. Numer. Cogn.

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Does nonverbal, approximate number acuity predict mathematics performance? Some studies report a correlation between acuity of representations in the Approximate Number System (ANS) and early math achievement, while others do not. Few previous reports have addressed (1) whether reported correlations remain when other domain-general capacities are considered, and (2) whether such correlations are causal. In the present study, we addressed both questions using a large (N = 204) 3-year longitudinal dataset from a successful math intervention, which included a wide array of non-numerical cognitive tasks. While we replicated past work finding correlations between approximate number acuity and math success, these correlations were very small when other domain-general capacities were considered. Also, we found no evidence that changes to math performance induced changes to approximate number acuity, militating against one class of causal accounts.

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Section: Discussionsupporting

confidence: 86%

Intensive math training does not affect approximate number acuity: Evidence from a three-year longitudinal curriculum intervention

Sullivan

Frank

Barner³

2016

J. Numer. Cogn.

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“…symbolic and non-symbolic magnitude knowledge were included as predictors of children's math achievement, they each significantly explained a portion of the variance, however the effect size for measures of symbolic magnitude knowledge was larger (Fazio et al, 2014). Across studies of children and adults, the effect size is consistently higher for symbolic than non-symbolic comparison tasks (Schneider et al, 2016).…”

mentioning

confidence: 89%

Narrowing the early mathematics gap: A play-based intervention to promote low-income preschoolers’ number skills

2018

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Preschoolers from low-income households lag behind preschoolers from middle-income households on numerical skills that underlie later mathematics achievement. However, it is unknown whether these gaps exist on parallel measures of symbolic and non-symbolic numerical skills. Experiment 1 indicated preschoolers from low-income backgrounds were less accurate than peers from middle-income backgrounds on a measure of symbolic magnitude comparison, but they performed equivalently on a measure of non-symbolic magnitude comparison. This suggests activities linking non-symbolic and symbolic number representations may be used to support children's numerical knowledge. Experiment 2 randomly assigned low-income preschoolers (Mean Age = 4.7 years) to play either a numerical magnitude comparison or a numerical matching card game across four 15 min sessions over a 3-week period. The magnitude comparison card game led to significant improvements in participants' symbolic magnitude comparison skills in an immediate posttest assessment. Following the intervention, low-income participants performed equivalently to an age-and gender-matched sample of middle-income preschoolers in symbolic magnitude comparison. These results suggest a brief intervention that combines non-symbolic and symbolic magnitude representations can support low-income preschoolers' early numerical knowledge.

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“…Some studies have suggested an association between an individual's ANS acuity and his or her math achievement (Halberda, Mazzocco, & Feigenson, 2008;Mazzocco, Feigenson, & Halberda, 2011b). This relation, however, is not a strong one and can probably be explained by a small subset of children who have both EARLY NUMBER KNOWLEDGE IN DUAL-LANGUAGE LEARNERS 8 very poor ANS acuity and a math learning disability (Chen & Li, 2014;Fazio, Bailey, Thompson, & Siegler, 2014;Mazzocco, Feigenson, & Halberda, 2011a;Rousselle & Noël, 2007;van Marle, Chu, Li, & Geary, 2014).…”

Section: Early Number Knowledge In Dual-language Learnersmentioning

confidence: 99%

Early Number Knowledge in Dual-Language Learners From Low-SES Households

Sarnecka

Negen

Goldman

2018

Language and Culture in Mathematical Cognition

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A large and growing proportion of American students are dual-language learners, and many live in or near poverty. In order to serve these students, educators must understand their needs. In this chapter we discuss the role of bilingualism in acquiring early number knowledge. Then we briefly review what is known about the ways in which young children represent number, including the approximate number system (ANS) and symbolic representations of exact numbers-both spoken and written. Next, we describe our own large study of early numeracy in preschool-age dual-language-learners (DLLs) from low-socioeconomic-status (SES) households, with comparison groups of high-and low-SES English monolingual preschoolers, as well as dual-language learners from high-SES households. The main conclusions we draw from this study are the following.(1) Educational delays in acquiring basic number skills are attributable to poverty, not to being a dual-language learner. (2) Pre-kindergarten programs such as Head Start seem to provide experience with counting and numbers that is crucial for low-SES children. (3) Given limited resources, it is reasonable to assess the early numeracy of low-income dual-language learners by testing only in their language of instruction, rather than in both of their languages. Testing only in the language of instruction is much less costly and yields very similar information. (4) The SES-related gap in math achievement is much more a gap in symbolic number knowledge (spoken and written numbers) than in ANS acuity. Thus, improving children's symbolic number knowledge should be the focus of interventions seeking to narrow this gap.

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Relations of different types of numerical magnitude representations to each other and to mathematics achievement

Cited by 419 publications

References 60 publications

Intensive math training does not affect approximate number acuity: Evidence from a three-year longitudinal curriculum intervention

Intensive math training does not affect approximate number acuity: Evidence from a three-year longitudinal curriculum intervention

Narrowing the early mathematics gap: A play-based intervention to promote low-income preschoolers’ number skills

Early Number Knowledge in Dual-Language Learners From Low-SES Households

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