Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/23104

Title: Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement
Authors: Xenidou-Dervou, Iro
Ansari, Daniel
Molenaar, Dylan
van der Schoot, Menno
van Lieshout, Ernest C.D.M.
Keywords: Cognitive development
Mathematical cognition
Nonsymbolic magnitude
Symbolic magnitude comparison
Approximate number system
Issue Date: 2016
Publisher: © Elsevier
Citation: XENIDOU-DERVOU, I. ... et al, 2016. Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement. Learning and Instruction, doi: 10.1016/j.learninstruc.2016.11.001
Abstract: What developmental roles do nonsymbolic (e.g., dot arrays) and symbolic (i.e., Arabic numerals) magnitude comparison skills play in children’s mathematics? In the literature, one notices several gaps and contradictory findings. We assessed a large sample in kindergarten, grade 1 and 2 on two well-known nonsymbolic and symbolic magnitude comparison measures. We also assessed children’s initial IQ and developing Working Memory (WM) capacities. Results demonstrated that symbolic and nonsymbolic comparison had different developmental trajectories; the first underwent larger developmental improvements. Both skills were important longitudinal predictors of children’s future mathematical achievement above and beyond IQ and WM. Nonsymbolic comparison was predictive in kindergarten. Symbolic comparison, however, was consistently a stronger predictor of future mathematics compared to nonsymbolic, and its predictive power at the early stages was even comparable to that of IQ. Furthermore, results bring forth methodological implications regarding the role of different types of magnitude comparison measures.
Description: This paper is embargoed until eighteen months after publication.
Sponsor: This research was conducted as part of a broader NWO (National Dutch Organization for Scientific Research) funded project [grant number: PROO 411-07-111].
Version: Accepted for publication
DOI: 10.1016/j.learninstruc.2016.11.001
URI: https://dspace.lboro.ac.uk/2134/23104
Publisher Link: http://dx.doi.org/10.1016/j.learninstruc.2016.11.001
ISSN: 0959-4752
Appears in Collections:Closed Access (Mathematics Education Centre)

Files associated with this item:

File Description SizeFormat
Accepted-manuscript-full.pdfAccepted version393.49 kBAdobe PDFView/Open

 

SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.