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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/18712

Title: Spontaneous focusing on numerosity and the arithmetic advantage
Authors: Batchelor, Sophie
Inglis, Matthew
Gilmore, Camilla K.
Issue Date: 2015
Publisher: © The Authors. Published by Elsevier Ltd.
Citation: 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.
Abstract: 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.
Description: This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
Sponsor: 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.
Version: Published
URI: https://dspace.lboro.ac.uk/2134/18712
ISSN: 1873-3263
Appears in Collections:Published Articles (Mathematics Education Centre)

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