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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8765

Title: Children’s mapping between symbolic and nonsymbolic representations of number
Authors: Mundy, Eleanor
Gilmore, Camilla K.
Keywords: Numerical cognition
Nonsymbolic magnitudes
Symbolic mathematics
Number comparison
Distance effect
Mathematics achievement
Issue Date: 2009
Publisher: © Elsevier
Citation: MUNDY, E. and GILMORE, C.K., 2009. Children’s mapping between symbolic and nonsymbolic representations of number. Journal of Experimental Child Psychology, 103 (4), pp. 490-502
Abstract: When children learn to count and acquire a symbolic system for representing numbers, they map these symbols onto a preexisting system involving approximate nonsymbolic representations of quantity. Little is known about this mapping process, how it develops, and its role in the performance of formal mathematics. Using a novel task to assess children’s mapping ability, we show that children can map in both directions between symbolic and nonsymbolic numerical representations and that this ability develops between 6 and 8 years of age. Moreover, we reveal that children’s mapping ability is related to their achievement on tests of school mathematics over and above the variance accounted for by standard symbolic and nonsymbolic numerical tasks. These findings support the proposal that underlying nonsymbolic representations play a role in children’s mathematical development.
Description: This article was published in the serial, Journal of Experimental Child Psychology [© Elsevier]. The definitive version is available at: http://dx.doi.org/10.1016/j.jecp.2009.02.003
Version: Accepted for publication
DOI: 10.1016/j.jecp.2009.02.003
URI: https://dspace.lboro.ac.uk/2134/8765
Publisher Link: http://www.sciencedirect.com/science/article/pii/S0022096509000356
ISSN: 0022-0965
Appears in Collections:Published Articles (Mathematics Education Centre)

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