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|Title: ||Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement|
|Authors: ||Xenidou-Dervou, Iro|
van der Schoot, Menno
van Lieshout, Ernest C.D.M.
|Keywords: ||Cognitive development|
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|
|Publisher Link: ||http://dx.doi.org/10.1016/j.learninstruc.2016.11.001|
|Appears in Collections:||Closed Access (Mathematics Education Centre)|
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