title: Early place-value understanding as a precursor for later arithmetic performance--a longitudinal study on numerical development.
abstract: It is assumed that basic numerical competencies are important building blocks for more complex arithmetic skills. The current study aimed at evaluating this interrelation in a longitudinal approach. It was investigated whether first graders' performance in basic numerical tasks in general as well as specific processes involved (e.g., place-value understanding) reliably predicted performance in an addition task in third grade. The results indicated that early place-value understanding was a reliable predictor for specific aspects of arithmetic performance. Implications of the role of basic numerical competencies for the acquisition of complex arithmetic are discussed.
authors.affiliation: Knowledge Media Research Center, Konrad-Adenauer-Str. 40, 72072 Tuebingen, Germany. korbinian.moeller@uni-tuebingen.de
authors.forename: K
authors.initials: K
authors.lastname: Moeller
authors.forename: S
authors.initials: S
authors.lastname: Pixner
authors.forename: J
authors.initials: J
authors.lastname: Zuber
authors.forename: L
authors.initials: L
authors.lastname: Kaufmann
authors.forename: H-C
authors.initials: HC
authors.lastname: Nuerk
mesh_terms: D002648:Child; D002657:Child Development; D004521:Educational Measurement; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007360:Intelligence; D008137:Longitudinal Studies; D008297:Male; D008433:Mathematics / Q000193:education* / Q000379:methods*; D008570:Memory, Short-Term; D008606:Mental Processes; D012044:Regression Analysis; D013334:Students