ITM Web Conf.
Volume 18, 20187th Seminar on Industrial Control Systems: Analysis, Modeling and Computing (ICS 2018)
|Number of page(s)||6|
|Published online||09 April 2018|
Does symbolic and non-symbolic estimation ability predict mathematical achievement across primary school years?
Lomonosov Moscow State University, Department of Psychology, 119991 Moscow, Russia
2 Psychological Institute of Russian Academy of Education, 125009 Moscow, Russia
* Corresponding author: firstname.lastname@example.org
The article presents the results of a longitudinal study of the association between number sense and success in learning mathematics in primary school. We analysed the data of 133 schoolchildren on two aspects of number sense related to the symbolic and non-symbolic magnitude estimation abilities and academic success in mathematics in third and fourth grade. The average age of schoolchildren during the first assessment was 9.82 ± 0.30; during the second assessment – 10.82 ± 0.30. For the analysis of interrelations, the cross-lagged method was used. It was shown that the reciprocal model best describes the data suggesting cross-lagged associations between number sense and the success in learning mathematics at primary school age. The results of the longitudinal analysis revealed differences in the relationship between the success in learning mathematics with the two aspects of number sense: academic success in third grade only predicted the indicator of number sense associated with the symbolic magnitude estimation ability in fourth grade. The differences in the age dynamics of the two aspects of number sense in primary school are also revealed: the indicator of number sense associated with the non-symbolic magnitude estimation ability was the most stable over time.
© The Authors, published by EDP Sciences, 2018
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (http://creativecommons.org/licenses/by/4.0/).
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