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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/20085

Title: Individual differences in kindergarten math achievement: the integrative roles of approximation skills and working memory
Authors: Xenidou-Dervou, Iro
De Smedt, Bert
van der Schoot, Menno
van Lieshout, Ernest C.D.M.
Issue Date: 2013
Publisher: © Elsevier Inc.
Citation: XENIDOU-DERVOU, I. ... et al, 2013. Individual differences in kindergarten math achievement: the integrative roles of approximation skills and working memory. Learning and Individual Differences, 28, pp.119-129
Abstract: Kindergarteners can conduct basic computations with large nonsymbolic (e.g. dots, objects) and symbolic (i.e. Arabic numbers) numerosities in an approximate manner. These abilities are related to individual differences in mathematics achievement. At the same time, these individual differences are also determined by Working Memory (WM). The interrelationship between approximation, WM and math achievement has been largely unexplored. Also, the differential role of nonsymbolic and symbolic approximation in explaining math competencies is yet unclear. We examined an integrative theoretical model on the association between approximation (addition and comparison) and WM in 444 kindergarteners. As expected, approximation entailed two distinct abilities (nonsymbolic and symbolic). Both abilities correlated with mathematics achievement (i.e. counting and exact arithmetic), even when WM was taken into account. The association between nonsymbolic approximation and math achievement was completely mediated by symbolic approximation skills. These findings add to our understanding of the cognitive architecture underlying kindergarten math achievement. © 2013 Elsevier Inc.
Version: Accepted version
DOI: 10.1016/j.lindif.2013.09.012
URI: https://dspace.lboro.ac.uk/2134/20085
Publisher Link: http://dx.doi.org/10.1016/j.lindif.2013.09.012
ISSN: 1041-6080
Appears in Collections:Published Articles (Mathematics Education Centre)

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