title: Number-word sequence skill and arithmetic performance.
abstract: In two studies, the role of the number-word sequence skill for arithmetic performance was investigated. In the first, children between 4 and 8 years of age were asked to count forward and backward on the number-word sequence and to solve arithmetic problems followed by post-solution interviews about solution procedures. The results demonstrated that the number-word sequence skill predicted both number of problems solved and strategy to solve the problems. In Study 2 it was found that solving doubles (e.g., 2 + 2 = ?) problems served as a link between the number-word sequence skill and the number of arithmetic problems solved. The findings suggest that counting on the number-word sequence may be an early solution procedure and that, with increasing counting skill, the child may detect regularities in the number-word sequence that can be used to form new and more accurate strategies for solving arithmetic problems.
authors.affiliation: Department of Teacher Education, University of Uppsala, Sweden.
authors.forename: Bo S
authors.initials: BS
authors.lastname: Johansson
mesh_terms: D000704:Analysis of Variance; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008433:Mathematics; D011340:Problem Solving