Loading...
Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development
Malone, Stephanie A. Pritchard, Verena E. Hulme, Charles
Malone, Stephanie A.
Pritchard, Verena E.
Hulme, Charles
Abstract
There is evidence that early variations in the development of an approximate number system (ANS) and symbolic number understanding are both influences on the later development of formal arithmetic skills. We report a large-scale (N = 552) longitudinal study of the predictors of arithmetic spanning a critical developmental period (the first 3 years of formal education). Variations in early knowledge of symbolic representations of number and the ordinal associations between them are direct predictors of later arithmetic skills. The development of number ordering ability is in turn predicted by earlier variations in arithmetic, the ANS (numerosity judgments), and rapid automatized naming (RAN). These findings have important implications for theories of numerical and arithmetical development and potentially for the teaching of these skills.
Keywords
approximate number system, symbolic number system, arithmetic development, number knowledge, numerosity judgment, ordinal number knowledge
Date
2021
Type
Journal article
Journal
Journal of Experimental Child Psychology
Book
Volume
208
Issue
Page Range
1-17
Article Number
Article 105120
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled