The DOI matches its Crossref record; 41 of the 41 references it cites were found in a registry or an index.
Association between basic numerical abilities and mathematics achievement
Abstract
Various measures have been used to investigate number processing in children, including a number comparison or a number line estimation task. The present study aimed to examine whether and to which extent these different measures of number representation are related to performance on a curriculum‐based standardized mathematics achievement test in kindergarteners, first, second, and sixth graders. Children completed a number comparison task and a number line estimation task with a balanced set of symbolic (Arabic digits) and non‐symbolic (dot patterns) stimuli. Associations with mathematics achievement were observed for the symbolic measures. Although the association with number line estimation was consistent over grades, the association with number comparison was much stronger in kindergarten compared to the other grades. The current data indicate that a good knowledge of the numerical meaning of Arabic digits is important for children's mathematical development and that particularly the access to the numerical meaning of symbolic digits rather than the representation of number per se is important.
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Cites
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The number sense: how the mind creates mathematics
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Individual differences in non-verbal number acuity correlate with maths achievement
Halberda, J., Mazzocco, M. M. M., & Feigenson, L. (2008) · Nature · doi:10.1038/nature07246 · Cited by 1,459
The Development of Numerical Estimation: Evidence for Multiple Representations of Numerical Quantity
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Siegler, R. S., & Booth, J. L. (2004) · Child Development · doi:10.1111/j.1467-8624.2004.00684.x · Cited by 1,011
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Newborn infants perceive abstract numbers
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Cited by
Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2014.01.013 · Cited by 448
Sasanguie, D., Göbel, S. M., Moll, K., Smets, K., & Reynvoet, B. (2013) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2012.10.012 · Cited by 286
Self-citationCaviola, S., Colling, L. J., Mammarella, I. C., & Szűcs, D. (2020) · Developmental Science · doi:10.1111/desc.12957 · Cited by 72
Ramani, G. B., Daubert, E. N., Lin, G. C., Kamarsu, S., Wodzinski, A., & Jaeggi, S. M. (2020) · Developmental Science · doi:10.1111/desc.12908 · Cited by 48
Metadata
- Authors
- Sasanguie, D., De Smedt, B., Defever, E., & Reynvoet, B.
- Venue
- British Journal of Developmental Psychology
- Publisher
- Wiley
- Published
- 2011-07-04
- Volume
- 30
- Issue
- 2
- Pages
- 344-357
- ISSN
- 0261-510X (ISSN-L)
- 2044-835X
- OpenAlex
- W1491003459
- Cited by
- 258
- References
- 41
- FWCI
- 10.02
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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