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Cited by 286Cognitive and developmental aspects of mathematical skillsMathematics Education and Teaching TechniquesMathematics Education and Pedagogy

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Approximate number sense, symbolic number processing, or number–space mappings: What underlies mathematics achievement?

Sasanguie, Delphine, Göbel, Silke M., Moll, Kristina, Smets, Karolien, Reynvoet, Bert·2013·Journal of Experimental Child Psychology
DOI 10.1016/j.jecp.2012.10.012
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Abstract

In this study, the performance of typically developing 6- to 8-year-old children on an approximate number discrimination task, a symbolic comparison task, and a symbolic and nonsymbolic number line estimation task was examined. For the first time, children's performances on these basic cognitive number processing tasks were explicitly contrasted to investigate which of them is the best predictor of their future mathematical abilities. Math achievement was measured with a timed arithmetic test and with a general curriculum-based math test to address the additional question of whether the predictive association between the basic numerical abilities and mathematics achievement is dependent on which math test is used. Results revealed that performance on both mathematics achievement tests was best predicted by how well childrencompared digits. In addition, an association between performance on the symbolic number line estimation task and math achievement scores for the general curriculum-based math test measuring a broader spectrum of skills was found. Together, these results emphasize the importance of learning experiences with symbols for later math abilities.

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Research works printed but not linked: 41

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Metadata

Authors
Sasanguie, D., Göbel, S. M., Moll, K., Smets, K., & Reynvoet, B.
Affiliations
  • KU Leuven (BE)
  • University of York (GB)
  • University of Graz (AT)
Corresponding author
Sasanguie, Delphine
ORCID
Venue
Journal of Experimental Child Psychology
Publisher
Elsevier BV
Published
2013-03
Volume
114
Issue
3
Pages
418-431
ISSN
0022-0965 (ISSN-L)
DOI
10.1016/j.jecp.2012.10.012
OpenAlex
W2067771841
Cited by
286
References
4
Citations by year
2026: 5 · 2025: 9 · 2024: 8 · 2023: 13 · 2022: 15 · 2021: 27 · 2020: 19 · 2019: 16 · 2018: 39 · 2017: 34 · 2016: 29 · 2015: 31 · 2014: 26 · 2013: 14
FWCI
21.73
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Journal of Experimental Child Psychology (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Mathematics Education and Pedagogy
Keywords
symbolic number processing, number line estimation, number-space mapping, mathematics achievement, number discrimination, arithmetic skills, number symbols, early childhood mathematics, children
MeSH terms
Achievement, Belgium, Child, Cognition, Discrimination, Psychological, Educational Measurement, Female, Humans, Male, Mathematics, Mental Processes, Symbolism

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