Does symbolic and non-symbolic estimation ability predict mathematical achievement across primary school years?
نویسندگان
چکیده
منابع مشابه
Brain Correlates of Non-Symbolic Numerosity Estimation in Low and High Mathematical Ability Children
Previous studies have implicated several brain areas as subserving numerical approximation. Most studies have examined brain correlates of adult numerical approximation and have not considered individual differences in mathematical ability. The present study examined non-symbolic numerical approximation in two groups of 10-year-olds: Children with low and high mathematical ability. The aims of ...
متن کاملCan we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study.
BACKGROUND The ability to compare numbers, as the most basic form of number sense, has been related to arithmetical achievement. AIMS The current study addressed the predictive value of non-symbolic and symbolic (number word (NW) and Arabic number (AN)) comparison for arithmetics by means of a longitudinal design. SAMPLE Sixteen children with mathematical disabilities (MD), 64 low achievers...
متن کاملChildren’s Non-symbolic, Symbolic Addition and Their Mapping Capacity at 4–7 Years Old
The study aimed to examine the developmental trajectories of non-symbolic and symbolic addition capacities in children and the mapping ability between these two. We assessed 106 4- to 7-year-old children and found that 4-year-olds were able to do non-symbolic addition but not symbolic addition. Five-year-olds and older were able to do symbolic addition and their performance in symbolic addition...
متن کاملFine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years
Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of f...
متن کاملChildren’s Mapping between Non-Symbolic and Symbolic Numerical Magnitudes and Its Association with Timed and Untimed Tests of Mathematics Achievement
The ability to map between non-symbolic numerical magnitudes and Arabic numerals has been put forward as a key factor in children's mathematical development. This mapping ability has been mainly examined indirectly by looking at children's performance on a symbolic magnitude comparison task. The present study investigated mapping in a more direct way by using a task in which children had to cho...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: ITM Web of Conferences
سال: 2018
ISSN: 2271-2097
DOI: 10.1051/itmconf/20181804006