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Title: Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement
Authors: Xenidou-Dervou, Iro
Molenaar, Dylan
Ansari, Daniel
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: 2017
Publisher: © Elsevier
Citation: XENIDOU-DERVOU, I. ... et al, 2017. Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement. Learning and Instruction, 50, pp.1-13.
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 was published in the journal Learning and Instruction and the definitive published version is available at http://dx.doi.org/10.1016/j.learninstruc.2016.11.001.
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:Published Articles (Mathematics Education Centre)

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