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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/23483

Title: The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievement
Authors: Gilmore, Camilla K.
Keeble, Sarah
Richardson, Sophie
Cragg, Lucy
Keywords: Numerical cognition
Math
Mental abacus
Cognitive development
Issue Date: 2017
Publisher: © The Authors. Published by PsychOpen
Citation: GILMORE, C.K. ... et al., 2017. The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievement. Journal of Numerical Cognition, In Press.
Abstract: Does nonverbal, approximate number acuity predict mathematics performance? Some studies report a correlation between acuity of representations in the Approximate Number System (ANS) and early math achievement, while others do not. Few previous reports have addressed (1) whether reported correlations remain when other domain-general capacities are considered, and (2) whether such correlations are causal. In the present study, we addressed both questions using a large (N = 204) 3-year longitudinal dataset from a successful math intervention, which included a wide array of non-numerical cognitive tasks. While we replicated past work finding correlations between approximate number acuity and math success, these correlations were very small when other domain-general capacities were considered. Also, we found no evidence that changes to math performance induced changes to approximate number acuity, militating against one class of causal accounts.
Description: This paper is in closed access until it is published.
Version: Published
URI: https://dspace.lboro.ac.uk/2134/23483
Publisher Link: http://jnc.psychopen.eu/index.php/jnc
ISSN: 2363-8761
Appears in Collections:Closed Access (Mathematics Education Centre)

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