BATCHELOR, S., INGLIS, M. and GILMORE, C.K., 2015. Spontaneous focusing on numerosity and the arithmetic advantage. Learning and Instruction, 40 (December 2015) pp. 79-88.
Children show individual differences in their tendency to focus on the numerical aspects of their environment.
These individual differences in ‘Spontaneous Focusing on Numerosity’ (SFON) have been shown
to predict both current numerical skills and later mathematics success. Here we investigated possible
factors which may explain the positive relationship between SFON and symbolic number development.
Children aged 4e5 years (N ¼ 130) completed a battery of tasks designed to assess SFON and a range of
mathematical skills. Results showed that SFON was positively associated with children's symbolic numerical
processing skills and their performance on a standardised test of arithmetic. Hierarchical
regression analyses demonstrated that the relationship between SFON and symbolic mathematics
achievement can be explained, in part, by individual differences in children's nonsymbolic numerical
processing skills and their ability to map between nonsymbolic and symbolic representations of number.
This is an open access article under the CC BY license
SB is funded by an ESRC Future Research Leaders Fellowship (ES/
L010089/1), MI is funded by a Royal SocietyWorshipful Company of
Actuaries Educational Research Fellowship and CG is funded by a
Royal Society Dorothy Hodgkin Fellowship.